Background of the study

On attaining Independence status as a nation in 1960 what

seemed a major concern to most Nigerian leaders then was how

education would be accessible to all citizens of the newly created

nation. Education was seen as the necessary instrument-immediately

and essentially for the consolidation of the independence, for securing

the new nation against neocolonianism and for making workable the

newly established self government in a multi-ethnic society. Mass

education, at least to the level of literacy, was also seen by the

Nigerian leaders to be necessary to create a proper foundation for a

democratic government (Best, 1984) . The desire to use education for

nation building was (and is still) very compelling and so much was

the faith in education that the schools of the nation were not only

meant for political socialization but also for other social functions and

for economic growth.

This is why it becomes imperative at intervals to evaluate and

see whether the educational system is relevant. The importance of

education to human beings cannot be over emphasized. At the outset,

it is important to point out that education goes beyond schooling, but

1

schooling at all levels helps to achieve the purpose of education.

Education is a human right that should be accorded all human beings

solely by reason of being human beings. The right of all Nigerians to

education has always been provided for in the Nigerian constitutions.

Specifically, the 1999 constitution provides in section 18 that::

(1) Government shall direct its policy towards ensuring that there

are equal and adequate educational opportunities at all levels.

(2) Government shall promote science and technology.

(3) Government shall strive to eradicate illiteracy, and to this end

government shall as soon and when practicable provide:

(a) Free, compulsory and universal primary education

(b) Free secondary education

(c) Free university education

(d) Free adult literacy programme

For a good educational policy or programme to guarantee

quality outputs, it must be serviced optimally with appropriately

trained and motivated teaching staff, adequately supplied with

necessary facilities and equipment. Resources (human, financial and

material) therefore, constitute the principal bedrock of an educational

2

system. Unfortunately, the Nigerian education system has hardly

tuned itself to these realities. However, one must realize that the

quality of teaching and learning that takes place in a school revolves

around teachers' activities and resources.

Nigeria's policy on education is therefore a way of realizing that

part of the national goals which can be achieved using education as

tool.

(a) The inculcation of national consciousness and national unity

(b) The inculcation of the right type of values and attitudes for the

survival of the individual and the Nigerian society.

(c) The training of the mind in the understanding of the world

around, and

(d) The acquisition of appropriate skills and the development of

mental, physical and social abilities and competences as

equipment for the individual to live in and contribute to the

development of the society (FGN, 2004)

Sequel to the above-mentioned educational goals, the quality of

management in term of teacher factors, instructional facilities among

3

other factors at all levels is expected to be oriented towards

inculcating the following values;

(a) respect for the worth and dignity of the individual

(b) faith in man's ability to make rational decisions

(c) moral and spiritual principle in inter-personal and human

relations.

(d) shared responsibility for the common good of society

(e) promotion of the physical, emotional and psychological

development of all children, and

(f) acquisition of competencies necessary for self-reliance (FGN,

2004)

With the provision of education by both government and

private investors in Nigeria at all levels, it is imperative that the need

to achieve adequately the educational goals of the nation must be

vigorously pursued.

Samuel (2006) contends that there cannot be any good system

of education in modern societies without good schools and

consequently good teachers. Ukeje (2001) in Samuel (2006)

concluded that while education could be regarded as the key that

4

unlocks the door to modernization, it is the teacher who holds the key

to the door. This asserts the important role of the teacher in

educational system which seem to have received the support of the

Ashby Commission's Report (1960), when it noted among other

things that, a well qualified teaching staff is the first vital step in any

attempt to train skilled manpower and this should be given first

priority and the quality, Dedication and exposure of teachers

determine the level to which students could benefit from their

teaching and resources available. It was emphasized by Hallack

(1990) in Adeogun (2001) that the quality of education system

depends on the quality of its teachers. Fagbamiye (1987) in Adeogun

(2001) remarked that teacher competence contributes to students

learning outcomes.

Secondary education no doubt plays significant roles in the

achievement of the Nigerian educational objectives in the building of

individuals that will not only be useful to themselves but equally to

the society in general. Demonstrating strong faith in this level of

education, Nigeria provided the following as the objectives of

secondary education in the country;

5

(a) Provide all primary school leavers with the opportunity for

education of a higher level, irrespective of sex, social status,

religion or ethnic background

(b) Offer diversified curriculum to cater for differences in

talents, opportunities and future roles.

(c) Provide trained manpower in the applied sciences, technology

and commerce at the sub-professional grades.

(d) Develop and promote Nigerian languages, art and culture in the

context of world's cultural heritage.

(e) Inspire students with a desire for self improvement and

achievement of excellence.

(f) Foster national unity with an emphasis on the common ties that

unite us in our diversity.

(g) Raise a generation of people who can think for themselves,

respect the views and feelings of others, respect the dignity of

labour, appreciate those values specified under our broad

national goals and live as good citizens.

6

(h) Provide technical knowledge and vocational skills

necessary for agriculture, industrial, commercial and

economic development. (Federal Republic of Nigeria).

With these laudable objectives of secondary education as

stipulated in the national policy and as identified above, there is the

need for the provision of adequate and necessary facilities (human,

financial and material) in order to achieve them.

In Nigeria today, there is no gainsaying that concerns have been

shown on the decline in the performance of schools in achieving

educational goals through effective instructional activities of schools

especially the government-owned institutions.

The key to quality at the formal system of education does not

lie on curriculum development or in school reform. It rests, squarely,

in the quality of the teachers who operates the system (Oloruntegbe

2003). By and large, day to day events lend weight to the above claim

that teachers are responsible for the said fall in standard of education,

is often made to their methodology. Teaching can only be effective

when adequate and relevant resources are used (Afolabi 2006,

Adeyanju 2006, Adedapo 2006 and Falade, 2006).

7

School facilities should be adequate enough such that students

regard the school as a place they like to be, where they have

opportunity to live their own lives in their free time without

unnecessary pressures (Idowu 1996). No school can function properly

without adequate equipment like audio-visual software, libraries and

personal aids. According to Idowu (1996), the provision of textbooks,

their quality and quantity are an obvious points like 'blood1 of a good

school. Ajetunmobi (2000) observed that the curriculum of the last

decade of the century was adequate for the time, and that inadequate

infrastructural facilities and teaching resources marred the effort and

effectiveness of the teachers. Ajetunmobi, (2000) in his research work

in Lagos. Ogun, Oyo, Osun, Ondo and Kwara states, between 1990-

1999, observed that over population was witnessed in

students/teachers ratio which was 55:1. In some schools, three

students sat on a seat meant for two, leaking roofs or unroofed

structures and dilapidated buildings characterized most of the village

public schools. Suitable textbooks, qualified teachers, libraries which

are adequate should also be provided for schools. Scarcity of these,

according to Coombs (1970), will constraint educational system from

8

responding more fully to new demands. In order to raise the quality of

education, its efficiency and productivity, better learning materials are

needed.

Knezewich (1975) also stressed the importance of having

appropriate personnel plan and adequate physical facilities to support

educational effort. This implies that the availability or otherwise of

school facilities such as classrooms, laboratories, libraries audio and

visual aids etc has direct effect on the performance of students as well

as teachers teaching effectiveness and efficiency.

Without the teachers as implementing factors, goals of

education can never be achieved. In order to achieve a just egalitarian

society as spelt out in the National Policy of Education (2004),

schools should be properly and uniformly equipped to promote sound

and effective teaching.

It has been alleged that what is wrong with secondary education

cannot be fixed with teachers alone, yet there is no doubt that man's

contemporary existence is dominated by teaching. There is also a

universal recognition of the need to use professionally qualified

teachers in instructional processes as we enter the era of globalization

9

where school effectiveness and quality improvement is the order of

the day (Reynolds et al; 1994; Barber and White 1997).

Secondary school education is in the midst of crises. These

schools originally are regarded as central to national capacity to

connect with the new international knowledge system. Yet, the

capacity for these schools to continue to play this role and other roles

has been reduced drastically. Secondary schools remain the

cornerstone for national development because they are foundation for

the preparation of the country's citizens towards entering institutions

of higher education (Barber and White, 1997; Creamers, 1994;

Scheerens, 1994)

Nigerian secondary schools exist in the shadow of their

glorious past because of her inability to ensure quality and putting

them at the right place at the right time. Presently, unqualified

teachers are still employed to handle instructional processes in

secondary schools. The unconducive atmosphere of our secondary

schools learning environment also contributes to the poor academic

performance of students. Our secondary schools experiencing

10

astronomical increase in population to extent that some classes use 3-

5 registers for a class having up to 250 students.

The smooth functioning of any organization depends largely on

the availability of adequate resources. Educational resources which

are the sum total of everything that goes into the system, are very

essential for the effective operation and maintenance of the system.

School buildings, students' enrolment, adequate and qualified teaching

staff, furniture, textbook and their infrastructures are part of

educational resources (Oni, 1988). The educational resources are

human (Teachers and Non-Teaching) Physical (School buildings and

infrastructures) Materials (Textbooks and other instructional aids) and

financial resources. For a high and uniform academic standard, these

resources, especially (human and material,) must be available in

adequate quantity.

Goal attainment in any school depends on adequate supply of

suitable and efficient teachers and relevant materials resources that

would enhance proper teaching and learning process within a

conducive environment (Akinsanya 2008). When all these are hard to

come by, then teaching will not be efficient and learning environment

11

will not be conducive for students. When resources are available,

learning becomes more meaningful and through them information that

is incidental to the process of teaching is retained better when

supplemented with educational resources.

Adeyemo (2005) remarks that no profession in Nigeria has

suffered reversal of fortune than teaching. This has affected the

commitment expected of the teachers. This then implies that the

quality of service rendered by an unmotivated teacher could affect

student learning outcomes.

Osokoya (1996) sees teaching method as the strategy or plan

that outlines the approach that teachers intended to take in order to

achieve the desirable objectives. Most untrained teachers point

accusing fingers on students rather than on themselves when the

students are unable to carry out the expected behavior at the end of the

lesson or in an examination.

The National Policy of Education states, "No education system

can rise above the quality of teachers in the system (FGN 2004). The

Baguada Seminar Reports on Quantities and Qualities in Nigerian

Education (NERC, 1980) as cited by ESA (2005) also shared the

12

consensus that teachers are the main determinants of quality in

education:

"If they are apathetic, uncommitted, uninspired, lazy, unmotivated, Immoral and anti-social, the whole nation is doomed. If they are ignorant in their disciplines and thus impart wrong information, they are not only useless but dangerous. Therefore, the kind of teachers trained and posted to schools may well determine what the next generation will be like".

1.2 Statement of the Problem

Researcher Jerry Lowe of Texas University in 1990, concluded

that good facilities appears to be important to student learning

activities, provided that other conditions are met that support a strong

academic program in the school. A growing body of research has

linked student achievement and behaviour to teachers morale,

physical building and environment conditions. In line with this

ascertain, it has been observed that inadequate school facilities

(building, laboratories, toilets, instructional materials, library etc) and

Teachers, affect students academic performance and invariable

jeopardize the overall objectives of the government on Educational

system of the country.

13

Sequel to this, it is imperative to empirically investigate to what

extent is the human Resources (Teachers and non-teaching Staff) and

Material Resources (School buildings, Library, Laboratories, Playing

ground, Instructional Materials etc) affects the academic performance

of students in Secondary Schools.

1.3. Purpose of the Study

The purpose of the study includes the following:

(1). To find out the extent to which human resources (teaching and

non teaching staff) and material resources (Infrastructure) aids

the academic achievement of the student.

(2). To find out some factors militating against the shortage of

human resources and material resources in Senior Secondary

School.

(3). To assess the extend to which inadequate of human and

material resources affect student academic performance.

(4). To examine the role of educational planner in human and

material resources planning.

14

(5). To evaluate the level of student academic performance in

relation to human (Teacher and non-teaching) and material

resources.

1.6 Research Questions

(1). Will irregular payment of salaries affect teachers effectiveness?

(2). Will high teacher-student ratio affect teachers efficiency?

(3). Will wrong use of instructional materials affect teachers

efficiency?

(4). Will inadequate supervision of instructional affect teachers

morale?

(5). Will unqualified teacher affect the academic performance of

students.

(6). Will other businesses run by the teacher affect the students

academically?

(7). Will inadequate availability of recreational and sporting

facilities affect students psychomotor achievement?

(8). Will inadequate, spacious and well ventilated classrooms affect

students performance?

15

(9). Will inadequate supply of necessary school materials such as

chalk, textbooks, charts etc affect teachers efficiency and

students performance.?

(10). Will teachers qualification and teaching experience affect

students performance.?

1.4 Significance of the Study

This study is significant in a number of ways. Some of these are

highlighted below:

(i). It will provide policy makers with useful information needed

for the formulation of education policies especially those

relating to human resources and infrastructural facilities

in the system,

(ii) It will enlighten curriculum planners to interplay all that exists

between teacher factors and academic performance of students

in the school system.

(iii). The study will reflect the degree to which inadequate human

and materials resources affects students academic performance

and suggest possible ways of tackling problems in relation to

the students performance.

16

Scope of the Study

The geographical scope is delimited to thirty secondary schools

in Atisbo Local Government in Oyo State with special reference to the

quality and quantity of human and infrastructural facilities available in

the schools.

Definition of Terms

The nature of concepts and terms used in this study are defined

below to reduce ambiguity. They are:

(a) Resources: This refers to infra structural facilities that can be

used to enhance knowledge dissemination, information,

retrieval, acquisition and retention in the school system.

(b) Human Resources: These are the teachers and resource

persons, that participate in the process of dissemination of

instruction in the school

(c) Material Resources: These include print and non- print

materials (such as journals, textbooks, workbooks, newspaper

etc.), classrooms, laboratories, toilets and other

infrastructural facilities that are needed for proper

instructional process in the school.

17

(d) Achievement: This refers to the quality and quantity of

knowledge and skills that students are able to acquire in

the cognitive, affective and the psychomotor domain of

educational objectives in the school system.

(e) Teachers: These refer to human resources that are directly

involved in the process of instructional dissemination to the

student as a result of the day- today interaction and activities

between the former and the later.

(f) Student: These are set of people who are meant to benefit

from the instructional processes of the school. The term is used

interchangeably with "Learners" in the study

(g) Learning Outcome: This refers to the academic performance

(that is the success or failure of the student especially at the

terminal classes).

(h) Job Satisfaction: It refers to a personal feeling of liking or

contentment whose level depends in the quality of interaction

between the individual and his environment of work. It can also

be referred to as personal fulfillment experienced in a working

place that leave no room for complaint.

18

CHAPTER TWO

REVIEW OF RELATED LITERATURE

This chapter presents the review of related and relevant works

to the study, the review was done basically on the findings and

conclusions of other related research. It has been argued that the

ability of the system in producing good results is strongly linked with

the quality of instructional resources at its disposal.

This literature review is carried out under the following

headings;

2.1 Philosophy of Nigerian Education

2.2 Indices of qualitative education

2.3 Who is a teacher?

2.4 Characteristics of professionally trained teachers.

2.5 Resources factors in education

• Human Resources

• Material Resurces

• Financial Resources

2.6 Teachers factors in education 2.7Appraisal of reviewed

literature.

19

2.1 Philosophy of Nigerian Education

The National Policy on Education (FRN, 2004) has been seen

as governments' way of achieving that part of its national objectives

that can be achieved using education as an instrument. No policy be it

on education, population, transportation, agriculture, health, industry

etc. can be formulated, without first identifying the overall philosophy

and objectives of the nation.

The five (5) national objectives of Nigeria, as stated in the

constitution and in the National Policy on Education, are the building

of;

- a free and democratic society;

- a just and egalitarian society;

- a united, strong and self-reliant nation;

- a great and dynamic economy;

- a land of bright and full opportunities for all citizens.

Nigeria's philosophy of education, therefore, is based on the

integration of the individual into a sound and effective citizenry and

equal educational opportunities for all citizens of the nation at the

primary, secondary and tertiary levels, both inside and outside the

20

formal school system. As a result of these, the quality of instruction at

all levels has to be oriented towards inculcating the following values:

- respect for the worth and dignity of the individuals;

- faith in man's ability to make rational decisions;

- moral and spiritual values in inter-personal and human

relations;

- shared responsibility for the common good of society;

- respect for the dignity of labour and;

- promotion of the emotional, physical and psychological health

of all children. For the philosophy to be in harmony with

Nigeria's national objectives, it has to be geared towards self-

realization, better human relationship, individual and

national efficiency, effective citizenship, national

consciousness, national unity, as well as towards social,

cultural, economic, political, scientific and technological

progress. The national aims and objectives to which the

philosophy is linked are therefore:

- the inculcation of national consciousness and national unity;

21

- the inculcation of the right type of values and attitudes for the

survival of the individual and the Nigerian society;

- the training of the mind in the understanding of the world

around; and the acquisition of appropriate skills, abilities and

competence both mental and

- physical as equipment for individual to live in and

contribute to the development of his society (FRN, 2004).

Since the focus of this study is on the secondary level of

education in Nigeria which among other forms, provide Nigerian

children with intermediate education, it would be appropriate to

identify in specific terms, the aims of education at this level.

Learning and teaching is the concern of the trained teacher. But

learning is a complex process. It can however be defined as a change

in disposition; a relatively permanent change in behaviour overtime

and this is brought about by experience. Learning can occur as a result

of newly acquired skill, knowledge, perception, facts, principles, new

information at hand etc. (Adeyanju, (1997)).

Learning can be reinforced with instructional aids of different

variety because they stimulate.

22

Indices of Qualitative Education

Educational activities can be divided into Input, Process and

Outputs.

Inputs:- According to Aloy and others (1991) as quoted in Gbadebo

(2001), the inputs consists of the use of buildings and equipment that

are contained in them, the time of teachers, social workers,

secretaries, administrators, inspectors, voluntary workers of all kind

and the time of students.

Process: This includes the methodology of teaching and

experimenting by teachers and learners, and the general teaching

learning procedure

Educational output: These are the results of what inputs and

processing has produced which is the final result or outcome.

According to agency for mass education draft (2004) quality of

education in principles should deal with educational outputs and

outcomes (e.g. learning achievement, the acquisition of basic life

skills, citizenship etc) rather than inputs. However, because such

educational outcomes are difficult to measure planners and managers

23

have tended to rely on the quantity of education inputs (resources) to

access education quality.

Gbadebo (2001) states that the other category of indices is

called "factors input indices". This group includes indices or factors

that have intuitive basis and which can be measured or determined by

the quality of education. Some can be qualified while others cannot.

Bamisaye (2000) identified the indices that can be qualified to

include:

(a) The quality and quantity of inputs to education

(b) Relevant curriculum

(c) Appropriate teaching methods and quality of teaching

resources

(d) Adequate and suitable infrastructural facilities

(e) Student teacher classroom ratio

(f) Availability and suitable textbooks, well equipped libraries and

resources centers for teachers and students.

(g) The proportion of the trained men and women in the teaching

forces etc.

24

We can equate standard of education to quality of education.

However, what constitute quality of education is questionable. Since

there is no universally accepted method of measuring quality in

education, one can only say that education is of good quality if it

meets the objectives it set out to achieve.

Beeby (1989) as cited in Gbadebo states that the quality of

education may be arrived at three different levels.

1. Quality of instruction

2. Quality of school productivity and

3. Quality as judged by socia! and cultural criteria

Who is a Teacher?

Answers that were provided to this question by people from

various works of life are many and diversed. Such answers range from

meticulous statement to the intelligent and thoughtful ones. There are

some people that have the opinion that only those who are good for

nothing go in for teaching.

People believe that the possession of some form of academic

achievement qualifies a person to become a teacher. Another

conception is that which sees teachers as persons charged with the

25

responsibility of helping other people to learn and to behave in new

and different ways.

The problem with this last conception, though the best of the

three given so far, is that there is hardly any one left out in our society

that cannot answer to the description. Parents, elders, civil servants,

religious leaders and so on do help the young ones at. one time or the

other to learn and behave in particular ways (Oloruntegbe, 2003).

Webster's dictionary (1995) sees the term "teacher" to cover all those

who impart knowledge and skills in formal and informal situations. A

more acceptable notion is that given by Cooper (1377) and quoted in

Olorunlegbe (2003). He considers "teacher" to be person '/hose

primary professional and occupational function is..to help others learn

and develop h new wavs.

A teacher is someone who carries out activities of educating,

instructing or teaching. I !e is the one that imparts knowledge or skill.

He is the one that involves in deliberations, conscious and concise

attempt to communicate the content of an instruction to students

through his/her experience, maturity and training.

26

The definition of the word "TEACHER" given below is a fair

summary of the personality traits expected of good teachers.

T Trustworthy

E Energetic

A Approachable

C Courteous

H Helpful

E Educative

R Resourceful

A teacher plays an indispensable role in the process of teaching

and learning in other words, he is the change agent that harnesses

other resources for production function. In support of this, Nwagwu

(1998) emphasized that "the concept of education by itself implies the

existence of teaching and learning, hence the mention of the word

school evokes automatically the picture of teachers and students in an

interactive environment."

Many people find themselves teaching in educational

institutions today but not all such people possess the skill in the art of

explaining what they know or transmitting their knowledge to the

27

learners under their direction. This unfortunate circumstance is a

result of many, people seeking employment and not necessarily being

prepared for a career in teaching.

The major work that teachers do can be classified into three

divisions and they are as follows.

1. Improving conditions for effective learning

2. Investigating instructional effectiveness and implementing

those factors which will help students achieve their lives'

goals;

3. Meeting students in the programmes in which they are already

enrolled.

Teachers are trained and hired by a society to help fulfill the

purpose of providing certain type of educational experience. While

education, learning and teaching can take place in many different

settings, most societies realize that education is too important to be

left to chance. Consequently, schools an established and teachers are

hired to facilitate learning and to help people live better and happier

lives. Teachers can then be described as social agents hired by the

society to help facilities the intellectual, personal and social

28

development of those member^ of the society who attend schools

(Popoola, 2006). Ema & Ajayi (2006) opined that without the teacher

who is knowledgeable, instructional materials cannot create change

and progress the only time it begins to make impact is when the

teacher begins t. make use of it and allows it to take over its values.

This portrays the professional attributes of the teacher and general

knowledge of his creativity in selecting, develop and use of

instructional materials effectively.

Characteristic of Professionally Trained Teachers

The professionally trained teachers must combine the science of

education with the art teaching. He must combine the two of

academic, professional and personality characterizes (Gbadebo 2001).

The submission of Fafunwa (1969), Alabi (1985) and Balogun (1991)

underscored the need to adequately train teachers on the three areas

mentioned above. Since teachers are model, poor teachers tend to

reproduce their own kind. The more backward community is the more

vital the teachers’ role on guiding activities of the people and

inspiring to be more profitable.

29

The teacher is indispensable by training and experience. He is

expected to be able to handle various issues, which arise in connection

with learning and generally he is expected to guide the learner and

give the leadership as needed.

Other characteristics of a professional teacher include the

teachers interest in individuals as person. He enjoys association with

children. He has the ability to awaken in children the desire to learn.

He must be able to detect and protect the interest of students and

recognize their needs. He has the knowledge of how students learn

and is willing to work with them. He must be flexible and co-

operative. Popoola (2006) states that the qualities of a teacher should

include competence, dedication, integrity, good humour, gentleness,

friendliness, firmness and intelligence. Apart from both academic and

professional qualifications, their time -to-time actions should not be

inimical to the students who can behave any-how at any time.

Teachers should manipulate all available resources in terms of

instructional materials in such a way that students would not regard

their lesson as mere 'film show'.

30

Oloruntegbe (2003) contends that the roles of teachers can be

linked to their characteristics. According to him, teachers as decision

makers at the classroom level, must be democratic, firm but at the

same time flexible. As motivators of learners, teachers must be

innovative, initiative and humorous. As transmitters of disseminators

of knowledge, teachers must be scholarly, versatile and always ready

to learn. As agent of change teachers must be dynamic, progressive

and full of foresight. Diverse as his roles are so profound those should

be the characteristics of the teacher.

In a nutshell, the training acquired by a teacher according to

Habermas (1992) is expected to equip him with the ability to:

help students to see the big picture of what they are learning: link the

subject matter to what the students already know; progressively

encoverage deeper and broader thinking about the matter, provide

meaningful feedback at appropriate intervals to the students on their

performance; create an enthusiastic and positive approach to the

subject matter; believe in the students and set realistic learning goals

for them; stimulate students' ability to remember significant concepts

by using a variety of senses (learning, touching, seeing, smelling and

31

feeling) and activities in the teaching; present the best examples of the

theory and practice of the subject matter and materials; incarnate

(live out) the qualities of his or her subject in a consistent and

wholistic manner. All these are the desired qualities for the teacher.

As observed by Oni (1995) "among those with university

degree three-quarter were not professionally trained for the classroom.

The question one now raise is that teacher who were not trained in the

art of teaching, how can they make effective use of instructional

material.

In summary the teacher cannot afford to exhibit incompetence in any

area of life that closely bear relation to his profession.

2.5 Resources Factors in Education

Resources are vital factors that make a system function. Oni

(1995) said resources in education are the sum total of all things that

goes directly or indirectly for the purpose of education and training, to

support, facilitate or encourage transmission, acquisition of

knowledge, competence, skills and know how.

Resources could be people, ideas, materials, devices, strategies,

funds, facilities, equipment and others. Effective development and

32

management of these resources leads to learners benefit and

advantages.

Castaldi (1971), Hallack (1990) and Fabunmi (1997) cited in

Umuobong (2000), all stressed the importance of providing resources

to schools, They acknowledge that resources input in terms of

quantity and quality are essential ingredients for effective functioning

of every educational systems as well as helping to facilitate learning.

Besides, Ogbodo (1995) cited in Umuobong (2000) explained

that educational facilities are the material things that facilitate

teaching and learning process in school and include teaching aids,

school libraries, school building, classrooms assembly halls,

laboratories and workshops.

World Bank (1988) cited in Umuobong (2000), recognizes the

importance of resources inputs to school, and explains that

educational objectives and quality of education can only be archived

to the extent that the various resources are available and well

managed.

Obadara (2006) agrees that resources are inputs used for the

purpose of accomplishing educational goals and objectives. The

33

resources or inputs are vital factors that make the system functions. In

his words, it is the provision of resources into the school system and

effective utilization of such resources that determine the success of

achievement of the set goals of the system. In a nutshell resources are

very important in the development of qualitative and quality

education. From this perspective, resources in education can be

grouped into human and non-human resources.

Human Resources

True to proponents of human capital theory, the accumulation

of the physical capital alone makes little or no sense except if there

are human beings with the necessary skills to make use of the money

and machinery. It is the available human resources that mobilize and

galvanize other resources (material resources) and financial resource)

for sociological political, economic, scientific and technological

development (Adeyanju 2010). Human resources are viewed to be the

most important of the rest resources that are involved in the

production of set objectives of the institution. This is because it is the

only resource that has the capacity to organize and utilize other

resources for the achievement of educational goals and objectives of

34

all human resources in the educational system teachers have been

recognized as indispensable human resources and infact, the single

most important than quality of equipment and materials or the level of

financing (Oni,1995). Since quality output depends on quality input,

the success and quality of any educational system depends on the

quantity and quality of teachers input into the system {Obadara 2006).

Human resources include teachers and other categories of

workers in the school such as: Laboratory attendants, Librarians,

Bursar, Drivers, Cleaners etc. The impact of the services of the latter

set of human resource is not the concern of this study and therefore

will not be discussed in this project report.

School facilities have been observed as a potent factor to

quantitative education. The importance to teaching and learning of the

provision of adequate instructional facilities for education cannot be

over-emphazied. The dictum that "teaching is inseparable from

learning but learning is not separable from teaching" is that teachers

do the teaching to make the students learn, but students can learn

without the teachers. According to Akande (1985), learning can occur

through one's interaction with one's environment. Environment here

35

refers to facilities that are available to facilitate students learning

outcome. It includes books, audio-visual, software and hardware of

educational technology; so also, size of classroom, sitting position and

arrangement, availability of tables, chairs, chalkboards, shelves on

which instruments for practicals are arranged (Farrant, 1991 and

Farombi, 1998).

According to Oni (1992), facilities constitute a strategic factor

in organizational functioning. This is so because they determine to a

very large extent the smooth functioning of any social organization or

system including education. He further stated that their availability,

adequacy and relevance influence efficiency and high productivity. In

his words, Farombi (1998) opined that the wealth of a nation or

society could determine the quality of education in that land;

emphasizing that a society that is wealthy will establish good schools

with quality teachers, learning infrastructures that with such, students

may learn with ease thus bringing about good academic achievement.

Writing on the role of facilities in teaching, Balogun (1982) submitted

that no effective science education programme can exist without

equipment for teaching. This is because facilities enable the learner to

36

develop problem-solving skills and scientific attitudes. In their

contribution, Ajayi and Ogunyemi (1990) reiterated that when

facilities are provided to meet relative needs of a school system,

students will not only have access to the reference materials

mentioned by the teacher, but individual students will also learn at

their own paces. The net effect of this is increased overall academic

performance of the entire students.

Material Resources

It refers to the totality of non-human that is to be used for the

attainment of educational goals. (Adeyanju 2010). These can also be

referred to as the infrastructural facilities available for use by the

human resource within the organization. To a great extent, materials

resources could equally determine the level success or failure of the

school, this is because, the quality of these material resource could

either render the human resources redundant and ineffective or

functional and effective.

Scholars are in agreement that material resources are very

important for the success of any worthwhile educational endeavor.

Hallak (1990) identifies facilities as a major factor contributing to

37

academic achievement in the school system. These include the school

building, classroom accommodation, libraries, laboratories, furniture

recreational equipment, general terms material resources could be

divided into three (3) categories.

The first category comprises the basic physical structures and

fixtures and fitting to make the structures usable e.g classrooms,

Administrative blocks, typing pools, libraries, laboratories, workshops

etc. The second category comprises of instructional materials and

equipment. These include textbooks, charts, maps, audio-visual and

electronic instructional materials.

The last category consists of paper supplies and writing

materials such as biro, chalk, crayon etc. Non-human resources can be

sub-divided into infrastructural materials and instructional media.

Infrastructural materials include buildings such as Libraries,

Laboratories, Classrooms, Staffrooms, Guidance and Counselling

Officers, Resource rooms etc. The availability or otherwise of these

facilities has a great impact on students achievement either directly or

indirectly.

38

An unconducive school environment is a potent factor in most

Nigerian schools today. Most of the old schools now have dilapidated

buildings. They are never renovated, while the new one have most of

their buildings poorly constructed. In some schools, students are made

to sit on the floor as a result of inadequate furniture while others are

made to sit under trees outside the classroom. Some are even asked to

bring their furniture from their homes (Gbadebo 2001). Idowu

(1996) contends that the building which houses the school and the

open space provided set limits upon what can be done to make it a

good school. He stressed further that the school should have common

rooms outside the classroom where students of different classes could

meet and exchange ideas and pleasantries. Sparkling clean toilet as

well as sports and games facilities in a normal school environment

should be provided. In most Nigerian schools, toilet facilities are very

poor and in the some cases non existent. Bushes, latrines, rivers are

used as toilet and thus constitutes, serious threats to health

(Adenokun, 2000).

The problem of inadequate classroom in most Nigeria school

has led to overcrowding Efunbajo (2005) in his study pointed out that

39

there is a positive relationship between class size or teacher pupils

ratio. The lesser the ratio, the better the performance of pupils.

Gbadebo (2001) citing Esezober (1986) contends that on a high

teacher student ratio, any learning under such a condition can neither

be meaningful nor effective.

He went further to identify two major problems posed by a

large class size as follows:

a. The provision of an opportunity for discussion or for any kind

of oral input to the written work is difficult.

b. The amount of time involved in marking scripts can dissuade

even the most enthusiastic teacher from setting the quantity of

written work that he feels would benefit the student.

Generally, in situations where teacher - students ratio is high,

the method of assessing the learners performance will surely change

to reduce the problems the teacher may face by marking so many test

scripts which may eventually disturb the from doing other classwork

or paying attention on slow learners in the class.

40

Financial Resources

Fund is required to maintain school plant and other service that

will keep the school going. Money is then regarded as the life wire of

the school. It is the fuel and lubricate" which propels the school to

move on, it is money that provides all the essential purchasing power

with which education acquires its human/material/physical input.

Stoner (1982) says that financial resources play a significant

role in determining the quality of education. This is so because the

procurement of facilities and equipments, their maintenance and the

development of personnel depend largely on the available financial

resources.

Oni (1995) observed that financial resources are the monetary

inputs available for the expended on the educational system. They are

usually referred to as cost of and expenditure on education.

However, financial resources in education can be gotten in various

ways. It could be through payment of tuition fees by students,

government subventions inform of grants, donations, endowments

funds, loan and revenue from projects.

41

Thus, it is only when the available financial resources are

effectively utilized for the realization of set goals will there be any

hope for achieving quality education

2.6 Teachers Resources Factor

The importance of teachers in the education enterprises has

been emphasized by philosophers and scholars from ancient times to

the present days. There is no gain saying the fact that teachers are at

the centre of crisis in the education system. Education is a mass-

production and labour intensive enterprise, and as the number of

students increases, so does the need for more teachers arise.

Ejiogu (1997) concluded that Nigerian Secondary School

teachers are still treated like beast of burden, no mater their

qualifications, status, and the education level where they operate. At

times, he said, they are even treated like villains who is responsible

for all the problems and crises in the education system.

Teachers Resources Factor as they affect the learning outcomes of the

students are as follows;

a. Governmental political policies

b. School factor

42

c. Self Regulation

d. Commitment to work

e. Low payment

f. Pupil-Teacher Ratios

g. The Teaching Career,

h. Recruitment

The term "Policy" can be explained as statement, which

expresses goals, and the means of achieving them. Policy provides a

road-map for actions tailored towards meeting specific goals.

According to Jaiyeoba and Atanda (2005), education policy represents

definite courses of action proposed by the government in power or an

executive authority and adopted as expedient to the issues and

problems of education. Education policies, which may take the form

of Ordinance, code or even an act, have been observed to change with

changes in the political leadership of Nigeria. The inconsistencies in

educational policies have been argued to be responsible for the poor

learning outcome of students in secondary schools.

School factor: Quality education cannot be achieved if quality

teachers even those that are professionally qualify both in character

43

and learning do not work in conducive atmospheres at school. Such a

teacher would be quickly frustrated and lose all or more of the good

qualities they brought to the school and consequently fail to perform

to the peak level. The quality of school buildings may be related to

other school quality issues, such as the presence of adequate

instructional materials and textbooks, working conditions for teachers

and the ability of teachers to undertake certain instructional

approaches. Such factor as on-site availability of lavatories and a

clean water supply, classroom maintenance, space and furniture

availability all have an impact on the learning outcome of students.

Inadequate resource materials for teaching is indeed a major

problem in Nigeria. Nigerian Times Publication of September 15,

1990 reported findings of a research commissioned by the World

Bank and the British Overseas Development Administration stating

that many institutions in Nigeria do not make available to school

pupils textbooks, appropriate reading materials, library and laboratory

facilities. The perception of a situation of this nature as having the

most effect on pupil academic performance or as responsible for the

high rate of academic failures among students is supported by

44

Maclean's (1966} claim that difficulties expressed by failing students

may be due to lack of material information for learning. A supposedly

learning environment devoid of necessary learning materials will

definitely result into learning difficulty and hence failure by the

learner.

Self Regulation: The established professions enjoy a high degree of

self regulation and are successful in maintaining high barriers to entry

in term of qualification requirements and registration. Teachers, on

the other, hand, tend to have week, state-dominate professional

organizations with factions.

Commitment to work: There is no doubt that membership of the

major professions implies a life commitment to the task. In the case of

teaching, no such a life commitment to the task of teaching is apparent

as in other professions. One of these factors is the general notion of

teaching as a "second choice" profession with many of the teachers

only committing themselves to it at a late stage when they know that

they cannot change their profession. Majority of the teachers at the

initial stage of their teaching career did not expect to stay in teaching

45

for more than a few years. They consider it as a stepping stone to

other occupations.

Low Payment: It is widely noted that incentives for schools and

teachers in the public education system to perform well are frequently

weak due to ineffective incentives and sanctions.

Pupil-Teacher Ratios

The weak correlation between school enrolments and the numbers of

teachers employed in each school is the most obvious indicator of

poor deployment. Variations in pupil-teacher ratios between schools

are typically very large in most countries. Recently, the ratio in

most public secondary schools is between 70 to 90 to 1 teacher.

The Teaching Career

The concept of 'career' implies both the notion of a commitment

to a form of life-work or calling and the process whereby an

individual progresses upward through a hierarchy of professional

roles. Upward mobility in the teaching profession often requires

teacher to leave the classroom for an administrative role in the school

or within the local authority, for college or university lecturing, for

inspectorate, for a research post, or for any one of a number, of other

46

possibility (Adegoke 1998). Unfortunately, the prospect for majority

of the teachers to reach this peak is very limited since there are only

few positions at a time. Majority thus retired without getting to the

top.

Recruitment

Entry into teaching profession in Nigeria has been a source of

worry to discernable observers. In the past, primary six leaving

certificate and Modern School Certificate holders were the

requirements for entry into the teaching profession, and to teachers'

colleges. Later, school certificate holder constituted the bulk of

teaching forces in primary school, in the early seventies, currently, the

majority of students who apply or enter the Colleges of Education and

University's Faculty of Education are usually those with low grade, in

the competitive JAMB Examination. Majority of them reluctantly

pursue education as a last resort. So at the end of their course,

graduates from colleges of education and faculty of education opted

out from teaching and looked for more lucrative jobs.

When the British Colonized Nigeria, they established mission

schools which later developed into government aided schools. There

47

also evolved different categories of teachers during this period.

Nothing was done in the area of recruitment and selection of teachers

into our schools. The yardstick was the ability of the individual to be

able to speak and communicate to the indigenes and spread the

Christian religion to them.

Lack of qualified teachers at the advent of formal education in

Nigeria brought only little progress to the educational system.

Osisami (2000) lamented that the teachers were totally ill-equipped as

they were in the 1960s when a survey by the World consideration of

the organization of the teaching profession in 1961 stated that::

"Most teachers in Nigeria schools are totally ill

equipped. Over 75 percent of Nigerian teachers

have no training in teaching and are therefore not

qualified professionally to teach. Nigeria was the

second worst, second only to Liberia (75 percent)

in order of professional inadequacy”.

Ukeje (2001) noted that next to learners, teachers constitute the

second most important input in any education system. The preparation

of efficient and effective teaching personnel is therefore crucial to the

48

realization of the goals of the National Policy on Education. It is

popularly believed that no educational system can rise above the

quality of teacher. Olalekan (2000) as cited by Adenokun (2004)

reiterates that the teacher occupies a very sensitive position in the

education process. The competent and conscientious teachers is a vital

aspect in education. It is regrettable to observe that teaching has

become a everybody job in Nigeria today. Gbadebo (2001) also

concluded that many people now see teaching as a job that could be

done when there is no other choice.

There is no adequate encouragement for teachers who are in the

position of steering the wheel of education of learners. The irregular

payment of salaries and the generally poor condition of service to

which teachers have been subjected over the years is a potent factor in

the education industry (Samuel 2006). Research finding have among

other things shown that teachers job satisfaction or dissatisfaction has

to do with good working environment, irregular payment of salary,

poor salary and official government policy (Samuel 2006). He

concluded that teachers salary package is the least in the society

compared to other professions. Adewuyi (1996) contends that student

49

teachers on teaching practice always plan adequately for their lessons

due to the awareness that supervisors are coming to check on them at

any time. In our schools nowadays, there is no regular supervisor of

instruction, hence most of the teachers can afford inadequate

planning. Such teachers would always prefer teaching without

sufficient teaching resources. They would neither look for available

ones nor improvise for the scarce ones.

Apart from poor" condition of service especially in form of low

pay another factor which may cause poor attitude to work and

ineffectiveness may also be overload of teaching schedule as a result

of teacher shortages, a school-related condition ranked highly as

affecting pupil academic performance adversely. Thus the inadequate

resource materials for teaching, large class sizes, and overload of

schedule are conditions which can lead to teachers' poor attitude to

work and ineffectiveness. This argument is consistent with Bacharach,

Bauer and Shebb's (1986) claim that lack of resource materials for

teaching has a direct effect on the teacher's ability to perform and an

indirect impact on teacher's motivation and satisfaction. It Is further

argued that a basic principle of job design Is that incumbents must be

50

provided with the resources necessary to carry out the duties assigned.

No matter how motivated or competent employees may be, lack of

resources will prevent them from accomplishing their responsibilities

and may even result In frustration and de-motivation (Bacharach

described as "poor teachers' attitude to work".

Inadequate funding: Inadequate funding is one of the obstacles to

effective management of secondary education in the country.

According to Aghenta (1984), the success of any secondary school

depends upon the resources available to it. Money is very important in

this respect because by it, all other vital elements in the school can be

obtained, such as school building, purchase of equipment, payment of

teachers' salaries and allowances and running expenses.

Meanwhile, Jaiyeoba and Atanda (2003) explained that the rapid

expansion of students' enrolment in Nigeria since the attainment of

independence followed by the enrolment explosion in recent years

have made education a thorny responsibility for government to

shoulder. Hence inadequate funding has resulted in poor teaching and

dilapidated buildings (Omoregie, 2005). There is no doubt

whatsoever, that the inadequate funding of the secondary school

51

system in the country has hindered the accomplishment of some of the

aims and objectives of this level of education as contained in the

National Policy on Education.

Inadequate facilities: School facilities are the material resources that

facilitate effective teaching and learning in schools. Jaiyeoba and

Atanda (2005) posited that educational facilities are those things

which enable a skillful teacher to achieve a level of instructional

effectiveness that far exceeds what is possible when they are not

provided. The state of infrastructural decay in many secondary

schools in Nigeria is a manifestation of poor funding of the system.

Ahmed (2003) revealed that in most of the nation's secondary schools,

teaching and learning takes place under a most unconducive

environment, lacking the basic materials and thus hindered the

fulfillment of educational objectives.

Low staff morale: Teachers are the centre-piece of any educational

system. No education system can rise above the quality of its teachers.

Teachers whose morale is low are not likely to perform as expected in

the school system. According to Ajayi and Oguntoye (2003), the

numerous problems permeating the entire educational system in

52

Nigeria such as cultism, examination malpractices, drug abuse,

indiscipline, persistent poor academic performance of students in

public examinations and many more seem to suggest that teachers

have not been performing their job as expected. Fadipe (2003) posited

that teachers, apart from students, are the largest most crucial inputs

of an educational system. They influence to a great extent the quality

of the educational output. Teachers' irregular promotion, low pay

package (when compared to other public workers), societal perception

of the job and many more have dampened the morale of teachers.

When teachers are not motivated, their level of job commitment may

be low and the objectives of the school may not be accomplished,

Poor supervision of schools: Effective instructional delivery and

maintenance of standards in the school system are enhanced through

regular internal and external supervision. Ayodele (2002) argued that

secondary schools are presently supervised by two categories of

people, viz: (i) internal supervisors—the within-the school,

supervisors as principals, vice-principals and heads of departments;

(ii) external supervisors—the outside-the school, supervisors as the

formally designated officials from the inspectorate division of the

53

Ministry of Education and the various Area or Zonal Education

Offices. The primary responsibility of inspectors is to see that high

standards are maintained and that schools are run in accordance with

the laid down regulations. While it has been argued that the principals

have been discharging their duties as internal supervisors, the external

supervisor (inspectors from the Ministry of Education) appear non-

functional as they seldom visit schools to monitor the operations in

these schools. This has invariably hinder effective teaching-learning

in schools.

Frequent changes in policies; The term "policy" can be explained as

statement, which expresses goals, and the means of achieving them.

Policy provides a road-map for actions tailored towards meeting

specific goals. According to Jaiyeoba and Atanda (2005), education

policy represents definite courses of action proposed by the

government in power or an executive authority and adopted as

expedient to the issues and problems of education. Education

European Journal of Educational Studies 2(3), 2010 190 policies,

which may take the form of ordinance, code or even an act, have been

observed to change with changes in the political leadership of Nigeria.

54

Principals of schools are often caught in this web when government

changes existing education policy. The inconsistencies in educational

policies have been argued to be responsible for the poor service

delivery in the system.

Summary of Reviewed Literature

A number if reasons have been adduced for the falling standard

of education in Nigeria.Prominent among them as absorbed by Idowu

(1996) are lack of adequate instructional materials, inadequate

accommodation, poor quality of teaching staff among others.

Effective teaching is referred to as the act of teaching which manifest

a high level of efficiency in the accomplishment of the teaching task.

For any teaching to be deemed effective, human and material

requirement must be available and harmoniously coordinated for the

achievement of those objectives for which the teaching was

embarked. The unfortunate situation is that most Nigerian Secondary

Schools lack the essential requirements either in the teacher

preparation programme or in the teaching process proper and when

this is so the inevitable outcome is that teaching is rarely effective

(Ogunbowale, 2001).

55

The importance of resources in secondary education cannot be

over emphasized. It is not possible to deliver effective education

without some level of relevant resources. This has been highlighted by

various education analysts and professionals., instructional resources

provide a solid basis for conceptual thinking; increase the propensity

of the brain to retain information; make learning more interesting; and

take care of differences that may exist among learners. Finance, as a

resource, plays a crucial role in the development of education. Proper

funding and a good supply of qualified teachers can greatly improve

the facility index of a school. Efforts at resourcefulness may yield

better results for the latter because of an improved resource base.

The material and human requirements for an effective teaching

usually border on certain operating factors such as course

organization, student - teacher rapport and interaction, general

teaching skills as measured by knowledge matter and style of delivery

and of the subject matter, instructional facilities, stimulation and

interest, grading and evaluation of methods among others (Gbadebo,

2001).

56

Different views expressed by researchers seem to suggest that

the quality of education available in any given society cannot be better

than the quality of teachers, (Nwoke, 1988). Eyibe (1990) stated that

sometimes students protest against ineffective teaching shown by their

respective teachers in the classroom. He further observed that many

teachers with requisite professional qualifications have failed to

perform adequately in the classroom (Ogunbowale, 2001) Much have

been written about the concept of instructional materials by various

researchers there is a general consensus that the usage of instructional

materials is a great value to the academic performance of the students.

Utilization judges the value of instructional materials, process or

personnel by the degree they singly or collectively satisfy the derived

instructional needs. The foresight instructional behaviour controls, to

a large extent, the means for achieving them. Instructional materials

are not ends in themselves but means of attaining specific

instructional function.

57

CHAPTER THREE

METHODOLOGY

3.1 Research Method

This section describes the procedure to be used in carrying out

the present research work. The procedure entails: the research design,

population, sample and sampling technique, research instrument,

validity and reliability of the instrument, administration of the

instrument and method of data analysis.

3.2 Population of the Study

The population for the study is made up of all public secondary

schools in Atisbo Local Government Area of Oyo State for 2010/2011

Academic session with special reference to the students and teachers.

3.3 Sample and Sampling Techniques

A multi-stage sampling techniques will be used in this study to

select the schools, the teachers and students. Four (4) public

secondary schools out of seven (7) secondary schools in Atisbo Local

Government will be randomly selected by simple random sampling

representing 60% of the secondary schools within the local

government areas. With respect to students, 10 students from each

58

school will be randomly selected and also 5 teachers will be randomly

selected from each schools totaling 40 students and 20 teachers in all.

3.4 Research Instrument

The teacher and students question (TSQ) will be used. The

instrument has sections A and B, seeking information on the influence

of human and material resources on Senior Secondary School

Students in Odogbolu Local Government. The section A is on

personal information from the respondents (Teachers & Students).

The section B focuses on the variables of the influence of human and

material resources on students academic performance. The section B

of both questionnaire (Teachers & Students) consist of 20 items and

they shall be rated on a four point Likert Scale of:

Strongly Agree (SA) - 4 points

Agree (A) - 3 points

Disagree (D) - 2 points

Strongly Disagree (SD) - 1 point

3.5 Validity of the Instrument

The validity of the instrument is determined by the project

supervisor which gave room for face validity to be employed.

59

Therefore this questionnaire is valid because it was prepared under the

guidance of supervisor and other experts in the field of Educational

Management to evaluate the strength of the instruments.

3.6 Reliability of the Instrument

The test-retest reliability method was used to ensure the

consistency of TSQ in measuring what it is expected to measure.

Another 40 respondents was selected and which comprised both

teachers and students for pilot study.

3.7 Administered of the Instrument

The researcher shall personally administer the questionnaire to

all the respondents in the selected secondary school during the school

hours. The selected students and teachers will be given useful

information about how to fill the questionnaire. The questionnaire will

be introduced to the respondents and they shall be encouraged to

promptly fill the instruments in order to ensure that a substantial

number of the questionnaire is returned.

3.8 Method of Data Analysis

The data generated for the study will be analyzed using

descriptive statistics and inferential statistics of t-test.

60

CHAPTER FOUR

ANALYSIS OF DATA AND DISCUSSION OF FINDINGS

The analysis of the data collected and the results are presented

in this chapter. It focuses on the analysis and the interpretation of the

data collected from the questionnaire. The total number of

questionnaires distributed and collected were 60 questionnaires which

were filled appropriately. The responses are presented and analyzed in

simple percentage.

Table 1:Statistics of the Participants

Participant

s

NO OF RESPONDENTS PERCENTAGES (%)

Students 40 66.7%

Teachers 20 33.3%

Total 60 100.0%

Table 1 shows the distribution by sex of respondents that

responded to the items in the questionnaire. Student respondents are

40 (66.7%) and Teachers 58 (33.3%)respondents. This shows that

student respondents are more than the teacher respondents.

61

Table 2:

Table 3: Implication of modern technology on teaching and learning of Social Studies in Secondary Schools.

S/N STATEMENTS SA A D SD TOTAL

1. Computer technology should be used in teaching and learning social studies.

64

(53.3%)

55

(45.8%)

1

(0.8%)

120

(100%)

2. Computer technology had performed greater roles in teaching and learning social studies.

39

(32.5%)

80

(66.7%)

1

(0.8%)

120

(100%)

3

.3.

Social studies can be properly taught in a more applicable form through the use of modern technology

47

(39.5%)

62

(51.7%)

4

(9.2%)

120

(100%)

4 It is necessary for social studies student to be computer literates

61

(50.8%)

58

(47.2%)

1

(0.8%)

120

(100%)

5

.5.

The utilization of modern technology for teaching and learning of social studies will equip every learners and business educators with right skills to face any future challenge.

53

(44.2%)

61

(50.8%)

6

(5%)

120

(100%)

Table 3 clearly shows that 99.2% (1.19) of the respondents

strongly agreed and agreed that computer technology should be used

in teaching and learning social studies wile 0.8% (1) of the

respondents disagreed. 119 (99.2%) of the respondent agreed that

62

computer technology had performed greater roles in the teaching and

learning social studies while 1 (0.8%) disagreed 109 (90.8%)

respondent agreed that social studies can be properly taught in a more

applicable farm through the use of modern technology while 11

(9.2%) disagreed with the statement 119 (99.2%) agreed that it is

necessary for social studies students to be computer literates while 1

(0.8%) respondent disagree. 11th (95%) of the respondents agreed that

the utilization of modern technology for teaching and learning social

studies will equip every learners with the right skills to face future

challenges while 6 (5%) disagreed. Therefore, it implies that modern

technology could be used to affect the teaching and learning of social

studies positively.

Table 4:

S/N STATEMENT SA A D SD TOTAL

1

.6.

Computer technology should be used in

teaching and learning social studies.

64 (53.3%) 55

(45.8%)

1

(0.8%)

120 (100%)

2

.7.

Computer technology had performed greater roles in

teaching and learning social studies.

39 (32.5%) 80

(66.7%)

1

(0.8%)

120

(100%)

3 Social studies can be properly taught in a

47 (39.2%) 62 11 120

63

8.. more application form through the use

of modern technology

(51.7%) (9.2%) (100%)

4

.9.

It is necessary for social studies student

to be computer literates

61 (50.8%) 58

(47.2%)

1

(0.8%)

120

(100%)

5

.10.

The utilization of modern technology

for teaching and learning of social studies will equip every learners and social studies with right skills to face

any future challenge.

53 (44.2%) 61

(50.8%)

6

(5%)

120

(100%)

Table 4 shows or implies that modern technology has positive effect

on the teaching and learning of Social Studies.

Table 5: The need for modern technology in the teaching and learning social studies.

S/N STATEMENTS SA A D SD TOTA

L

11. The use of modern technology assisted

by instruction in teaching of social studies should be made compulsory

in our school

38 (31.7%) 71 (59.2%) 10 (8.3%) 1 (0.8%) 120

(100%)

2

12..

The use of modern technology for teaching and

learning of social studies will contributed

63 53 4 120

64

positively into the development of

our economy in the future.

(52.5%) (44.2%) (3.3%) (100%)

3

13.

The use of modern technology as teaching aids

provided pleasant and enjoyable

teaching experience.

61 (50%) 58

(48.3%)

1 (0.8%) 120

(100%)

4

.14.

All social studies teachers are

expected to have skills for teaching

and learning modern technology

in social studies.

57

(47.5%)

57

(47.5%)

4

(3.3%)

2 (1.7%) 120

(100%)

5

15..

The lecturers in social studies

department possess necessary general

qualification.

16

(13.3%)

66

(55%)

32

(26%)

6 (5%) 120

(100%)

Table 5 reveals that 109 (90.9%) of the respondents agreed with

the first statement while 11 (9.1%) disagreed with the statement. U

9(99.1%) agreed with the second statement while 1 (08%) of the

respondents agreed with the third statement while 4 (3.3%) disagreed

with the respondents agreed with the fourth statement in the table

while 6 (5%) of the respondents disagreed with the statement 82

(68.3%) agreed with the fifth statement in the table while 38 (31.7%)

of the respondents disagreed with the statements.

65

Therefore there is need for modern technology in the teaching and

learning of social studies.

Table 6: The impact of modern Technology to Social Studies Programme.

N/S STATEMENTS SA A D SD TOTAL

16. The lecturers in social studies have good knowledge of

teaching and learning modern

technology

20 (16.7%) 64 (53.3%) 32 (26.7%) 4 (3.3%) 120

(100%)

2

17..

All social studies lecturers are

expected to have skill for teaching

and learning modern technology

in business education.

47

(39.2%)

69

(57.5%)

4

(3.3%)

120

(100%)

3

18.

Modern technology

utilization has many positive effect on the teaching and

learning process of social studies

4

19..

The use of modern technology for teaching and

learning social studies should be made compulsory in our secondary

schools.5

20.

The application of modern technology

66

will be of paramount

importance for empowering the

young school leavers employed.

Table 6 indicates the following 84 (70%)of the respondents

agreed with the first statement in the tab le while 36 (30%) disagreed

with the statement 115 (5.8%)of the respondents agreed with the

statement (2)in the table while 5(4.2%)of the respondent disagreed

with the statement 116(96.7%) of the respondents agreed with

statement (3)in the to the while 4(3.3%)of the respondents disagreed

with the statement 104(86.6%)of the respondents agreed with

statement (4)in the table while 16(13.4%)of the respondents disagreed

with the statement. Therefore there is positive impact of modern

technology to social studies programme.

Table 7: Effect of Non-Availability of Modern Technology on the Teaching and Learning of Social Studies.

S/N STATEMENTS SA A D SD TOTAL

21. Poor attitude of students towards modern technology has made teaching and learning in effective and inefficient.

39

(32.5%)

77

(64.2%)

3

(2.5%)

1 (0.8%) 120

(100%)

67

22. The students are anger to make use of modern technology in their training process.

34

(28.3%)

75

(62.56%)

10

(8.3%)

1

(0.8%)

120

(100%)

23. The teachers in social studies have good. The application of modern technology makes teaching and learning very interesting.

30

(25%)

69

(57.5%)

19

(15.8%)

2

(1.7%)

120 (100%)

24. Social studies teachers without modern technology are irrational in teaching and learning social studies.

29

(24.2%)

69

(57.5%)

1

(0.8%)

120 (100%)

25. The introduction of modern technology will better the life of our incoming generation the nearest.

42

(35.0%)

77

(64.2%)

1

(0.8%)

120 (100%)

Table 7 shows that 116 (96.7%) of the respondents agreed with

statement (1)in the table while 4(3.3%)of the respondents agreed with

the statement (20 in the table while 4(9.1%0of the respondents

disagreed. 99 (82.56%)of the respondents agreed with statement (30in

the table while 21 (17.5%)of the respondents disagreed 98(81.7%0of

the table while 21(17.5%0of the respondents disagreed 98(81.7%)of

the respondents agreed with statement (40)in the table while

68

22(18.4%)of the respondents agreed disagreed 119(99.2%)of the

respondents agreed with statement (5)in the above table while

1(0.8%)Strongly disagreed with the statement. Therefore, this implies

that there is much effect of non-availability of modern technology on

the teaching and learning of social studies.

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMEDATIONS

Summary of Findings

This research work examined the implication of modern

technology on the teaching and learning of social studies in selected

junior secondary schools in Atisbo Local Government in Oyo State.

The study was carried out to accomplish the following objectives.

●To find out how interested are students in learning of modern

technology.

69

●To find out the importance of modern technology on the teaching

and learning of social studies.

●To find out how effective are the social studies teachers in the use of

modern technology to teach social studies in their schools.

●To find out the problem affecting the teaching and learning of social

studies with modern technology

The findings of the study can then be summarized as follows;

● Modern technology is very important in the teaching and learning

social studies.

● Students are interested in learning modern technology.

● The teachers in social studies do not have knowledge of teaching

and learning modern technology.

● Lack of qualified personnel

● Lack of equipment and facilities

● Inadequate funding of modern technology in teaching Social

Studies.

Conclusion

In conclusion modern technology foster the teaching and

learning of social studies courses provided that modern technology

70

equipment are available and probably each student can have access to

at least one stable computer to work on and manipulate it at any given

time. This will undoubtedly bring positive effects to the teaching and

learning of social studies in all our secondary schools.

However qualified teachers should be appointed and in

subsequent time they should be given privilege of training because the

world is getting acquitted to new idea on daily basis. Therefore the

teachers should be given such opportunities to foster the teaching and

learning of social studies.

Recommendations

The following recommendations were made to address the

problems highlighted earlier.

●The federal government should assist the schools in supplying

equipment in teaching and learning social studies to improve the

performance of students.

●The school authority should as much as possible try to give

proper maintenance to the few ones supplied by the government to

avoid breakdown of these equipments.

71

●More emphasis should be made on technology in education

by equip their laboratory with modern equipment.

●The information technology teachers should be encouraged to

attend seminars, workshops and in-service training so as to be

acquitted with more knowledge and new development in information

technology.

●Students in social studies classes should be made to attend and

participate in training in information technology apart from making

the course as compulsory subjects in the curriculum.

72

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