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TITLE PAGE
EVALUATION OF THE NATIONAL TEACHERS’ INSTITUTE POST GRADUATE
DIPLOMA IN EDUCATION BY DISTANCE LEARNING SYSTEM IN SOUTH EAST
NIGERIA
BY
OKOYE ALEXANDER CHUKWUEMEKA
PG/PH.D/13/67285
THESIS PRESENTED IN PARTIAL FULFILMENT FOR THE AWARD OF PH.D IN
MEASUREMENT AND EVALUATION
DEPARTMENT OF SCIENCE EDUCATION UNIVERSITY OF NIGERIA, NSUKKA
SUPERVISOR: B. C. MADU (PH.D)
FEBRUARY, 2015
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APPROVAL PAGE
THIS THESIS HAS BEEN APPROVED FOR THE FACULTY OF EDUCATION, UNIVERSITY OF NIGERIA, NSUKKA
BY ..................................... ....................................... B. C. MADU (PH.D) INTERNAL EXERMINER SUPERVISOR
..................................... ....................................... EXTERNAL EXERMINER PROF. Z. C. NJOKU HEAD OF DEPARTMENT
................................................... PROF. UJU UMO
DEAN, FACULTY OF EDUCATION
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CERTIFICATION
Chukwuemeka Alexander Okoye, a postgraduate student with registration number
PG/M.ED/13/67285 has satisfactorily completed the requirement for the Award of Ph.D in
Measurement and Evaluation. The work embodied in this project is original and has not been
submitted in part or full for any other degree in this University or any other University. We
therefore accept it as conforming to the required standard.
............................................................................. C. A. Okoye B. C. MADU (Ph.D) Student Supervisor
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DEDICATION
This work is dedicated to my Mum who did not live long but brought so much sunshine
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Acknowledgement
The researcher thanks the almighty God for His unwavering love, grace and manifold
blessings in the course of this programme. The realization of this project was painstakingly made
possible by my admirable supervisor, B. C. Madu (Ph.D) who played a fatherly role with
uncommon concern. May the Lord keep him and his family in good health of mind and body.
The researcher is also delighted to express his sincere appreciation to his beloved family,
the Obodo and Anieke families for their support in the course of this programme. The researcher
extends his deepest appreciation to Prof. B. G. Nworgu, Prof. D. N. Eze, Prof. U. Umo, Prof. S.
A. Ezeudu, Dr C. R. Nwagbo and Dr. E. K. N. Nwagu for their support when it mattered the
most. The researcher special thanks also go to his senior colleagues and amiable friends Dr John
Joseph Agah, Dr Elechi Aja, Dr, P. Nwosu, Dr Chekwube Eze, Ugwuanyi Christain and Francis
Ikeh for their special devotion and academic support. While not forgetting motivation and
support from roommates in 004, 403 and 429 Odili PG Hall.
Okoye, Alexander Chukwuemeka
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TABLE OF CONTENT
CHAPTER ONE: INTRODUCTION Background of the Study 1 Statement of the Problem 15 Purpose of the Study 16 Significance of the Study 16 Scope of the Study 19 Research Questions 19 CHAPTER TWO: LITERATURE REVIEW Conceptual Framework 20 Distance Learning System 21 Evaluation 27 Evaluation Models 40 Triangulation 53 Analytic Induction 56 Overview of Teacher Education in Nigeria 58
The National Teachers' Institute (NTI) 65 Quality Assurance Mechanisms in the NTI 71 The NTI PGDE Programme 72 Importance of Evaluating the NTI PGDE by DLS 81 Theoretical Framework 84 Keegan’s Theory of Distance Learning 84
Stufflebean’s Context, Input, Process and Product (CIPP) Model 85 Relevant Empirical Studies 89 Studies on NTI Programmes 89 Studies on Distance Education 96 Studies on Teacher Education 99 Studies that Adopted CIPP Evaluative Model 103 Evaluated Programmes 109 Summary of Literature Review 114
CHAPTER THREE: RESEARCH METHOD Design for the Study 117 Area of the Study 118 Population of the Study 118 Sample and Sampling Technique 119 Instrument for Data Collection 120 Validation of the Instrument 124 Reliability of the Instrument 124 Procedure for Data Collection 125 Method of Data Analysis 126
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CHAPTER FOUR: RESULTS Research Question One 128 Research Question Two 131 Research Question Three 137 Research Question Four 140 Summary of Major Findings 145
CHAPTER FIVE: DISCUSSION OF THE FINDINGS, CONCLUSION, RECOMMENDATIONS AND SUMMARY Discussion of Findings 146 Context Evaluation:Extent to which the National Teachers
Institute Post Graduate Diploma in Education by distance learning
system programme objective has been achieved in South East Nigeria 146
Achievement of Objectives of the NTI PGDE by DLS 146
Focus Group Discussions 150
Interviews with Center Managers and Centre Desk Officers 154
Employers Interviews 158
Challenges of the NTI PGDE Programme 160
Availability of input facilities for the implementation of National
Teachers Institute Post Graduate Diploma in Education by distance
learning system programme in South East Nigeria 161
Input Facilities Utilized in Implementing NTI PGDE by DLS 161
Facilitators’ Qualifications 163
Observations on Facilitators’ Effectiveness 164
Curriculum Assessment 165
Facilitators’ Assessment of the NTI PGDE programmes 167
Implementation process of the National Teachers Institute Post Graduate
Diploma in Education by distance learning system in South East Nigeria 168
Implementation Process 168 Teaching/Learning Process in the NTI PGDE Programme 171
viii Adopted Evaluation Techniques 173
Oversight Function 174
Outcomes of the National Teachers Institute Post Graduate Diploma
in Education by distance learning system in South East Nigeria 176
Alumni Assessment 176
Teachers’ Effectiveness 177
Conclusion of the Findings of the Study 185
Educational Implication of the Findings of the Study 180 Recommendations 180 Limitations of the Study 184 Suggestion for Further Studies 184 Summary of the Study 185 REFERENCES 187 List of Figures
Fig. 1: Context of Formative and Summative Evaluation 32
Fig. 2: Pros and Cons of Evaluation Instruments 38
Fig. 3: Donald Kirkpatrick’s 4 levels 42
Fig. 4: The Four Types of Evaluation in the CIPP Model 52
Fig. 5: Stufflebeam’s CIPP Model 52
Fig 6: Enrolment of Students in the NTI PGDE by DLS (2005-2010) 76
Fig. 7: NTI PGDE by DLS Courses 80
ix List of Tables
Table 1: Mean ratings and standard deviations on the extent NTI has achieved the objectives of her PGDE programme in South East through distance learning system 128 Table 2: Mean ratings and standard deviations on the challenges in implementing NTI PGDE programmes by DLS in the South East 130 Table 3: Checklist showing the adequacy of input facilities for implementation of NTI PGDE programme by distance learning system 131 Table 4: Checklist showing the adequacy of human resources for implementing NTI PGDE programme by distance learning system curriculum 132 Table 5: Observational Checklist on Facilitators’ Effectiveness 133 Table 6: Mean ratings and standard deviations of students assessment of curriculum textbooks used in the programme 134 Table 7: Mean ratings and standard deviations of course facilitators assessment of the NTI PGDE programme by DLS 135 Table 8: Mean ratings and standard deviations of students on the activities of facilitators 137 Table 9: Mean ratings and standard deviations of Alumni on techniques adopted in evaluating students’ achievement 138 Table 10: Mean ratings and standard deviations of supervisory role of NOUN 139 Table 11: self-evaluation of NTI PGDE graduates on imbibed skills/competencies/abilities 140 Table 12: Effectiveness of NTI PGDE graduates 141
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Abstract The main purpose of this study was to evaluate the National Teachers Institute’s Postgraduate Diploma in Education by Distance Learning System in South East Nigeria. Literature related to the study was reviewed. Evaluative research design was adopted in order to appraise all efforts of the Institute in the implementation and realization of the programme’s objectives. Context, Input, Process, Product evaluation Model guided inquiries into components of the programme that would yield data to warranted value judgment and decision making for the programme’s improvement. The population of this study comprised all the students and facilitators in the 14 accredited study centers of NTI PGDE by DLS in South East zone. Included in the population are all the 14 Centre Desk Officers (CDO) and 14 Centre Managers (CM), all the graduates and employers of NTI PGDE produced teachers in the study area.The population was extended to the National Open University of Nigeria (NOUN) affiliate staff that has oversight function on the designated centers. Multi-stage sampling was used to select 206 respondents for the study. Various instruments were adapted, developed and validated for the purpose of data collection for this study. These include structured and unstructured questionnaires, focus group protocol, interview schedules, checklists and observational scales. Data were arranged according to research questions, triangulated and analyzed with analytic induction. Among others, the major findings of the study were that: the objectives of the NTI PGDE by distance learning system has to a great extent been met in the South East Nigeria; With respect to input evaluation, it was found that the programme is adequately staffed but most vital educational services and facilities are inadequate at the study centers; the implementation process of the NTI PGDE by distance learning has been responsive to the objectives of the programme which has helped teachersimprove in classroom practices, skills, competencies but are rated low on flexibility and vitality: the institute has to a low extentcontributed to producing effective teaching manpower in South East, Nigeria through distance learning system.Based on these findings, the conclusion is that the institute has over the years contributed moderately in producing effective teaching manpower in South East Nigeria through distance learning system. Hence, the major educational implication of the findings of the study is that there is still need for improvement in the programme delivery to meet the demands of quality teachers in secondary education. The main recommendation is that the institute should re-stratgize and reinforce efforts to equip study centers with basic educational service and facilities like laboratories, libraries and counseling to provide students with hands-on experience.
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CHAPTER ONE
INTRODUCTION
Background of the Study
Nigerian education has undergone innovations premeditated to meeting the educational
needs of the nation. These innovations were aimed at improving teaching and learning and to
effectively implement modern educational policies. Since independence in 1960, such novelties
as the conveyance of National Curriculum Conference, seminars of experts in 1973 and the
subsequent articulation of a National Policy on Education generated a variety of programmes in
which teacher quality was seen as central in achieving any educational goals (Ejembi, 2011
andSuleiman, 2004). Teacher quality and development of sound teacher education programmes
have always been taken as a matter of national importance. This is because teachers are seen to
be in the frontline of any educational programme (Akinsolu, 2010). Relative to this delicate
nature of teachers’ significance in teaching and learning and in meeting the requirements of
National Policy on Education (NPE), efforts are aimed at producing efficient teachers to
adequately address the challenges of shortage of qualified teachers in secondary education
(Osong, 2014).
Solutions to the challenge of meeting the requirement of NPE are varied, multi-faceted,
and certainly may not be addressed only, or even chiefly through teacher quality. But, teacher
education programmes and practices are critical to the success of any educational improvement
strategy (Iyunade, 2011). According to Perraton (2000), quality of teaching and learning largely
depends on teachers and one might therefore seek another indicator of quality by looking at the
programmes that produces the teaching force. Similarly, Suleiman (2004) opine that whatever
input is made into an educational system in respect of management, resources, facilities and
array of instructional materials will produce little result and more concerns if the teachers are
2 unskilled, poorly trained or even un-professional. Such concerns in teacher education preparation
in secondary education borders on the area of competency, quality assurance, and instructional
strategies (Onukwube, 2014); accountability and evaluation procedure (Asodike& Ebong, 2012),
and content area specialization and teacher retention (Samuel & Okodoko, 2012). In an attempt
to address such concerns in secondary education, the National Teachers Institute (NTI) in 2005
started the Postgraduate Diploma in Education (PGDE) through Distance Learning System
(DLS) (Olakulehin & Ojo, 2008).
The National Teachers Institute was established in 1976. Its mandate was originally to
upgrade the skills and training of the under-qualified and unqualified teachers within the school
system. Following the launching of the Universal Primary Education (UPE) programme in 1977,
its programmes expanded to accommodate vital educational needs (Suleiman, 2004). For
instance, the need to introduce the PGDE programme by NTI was informed by the directive of
the Federal Government that all persons that would teach in the nation’s educational institutions
must be qualified teachers who have undergone some training or the other in the principles and
practice of education and its ancillary fields (NTI, 2015). According to Salawu, Adeoye, Ojo and
Olakulehin (2010), if such policy statement is strictly followed without certain adjustment in
teacher education programme, it will certainly throw many serving teachers out of the teaching
profession thereby creating acute shortage of teachers in schools and increase the rate of
unemployment in the country. Holders of Bachelor’s Degree or Higher National Diploma from
cognate disciplines were thus required and encouraged to enroll for such programmes as the NTI
PGDE programme through distance learningsystem in order to strengthen their expertise in the
principles and practice of the teaching profession.
Distance learning refers to a mode of study where a learner may complete all or part of an
educational programme in a geographical location apart from the institution hosting the
3 programme. According to Muyinda (2012),distance education styles a set of teaching and
learning strategies that can be used to overcome spatial and temporal separation between
educators and learners. This strategy can be integrated into any educational programme and used
in any combination with any other teaching and learning strategies in the provision of quality
education (Ebirim &Okenwa, 2014).The final award given in DLS is equivalent in standard and
content to an award programme completed on traditional campus programme.
The NTI PGDE by DLS is an 18-month training programme in pedagogy and practice for
serving teachers and graduates without teaching qualification. This programme was affiliated to
Usman Dan Fodio University, Sokoto and now to the National Open University of Nigeria
(NOUN). The Postgraduate Diploma in Education of the NTI is a conversion course which is
designed to equip those who did not have prior teacher training with the skills, knowledge and
ability to become effective teachers or educational practitioners (NTI, 2014). According to the
Director General and Chief Executive of the National Teachers Institute, the Institute’s
contribution over the years has been to ensure continuous supply of qualified teachers, retention
and upgrading of their professional competencies (Sharehu, 2011). As at 2012, the NTI has
graduated 9,948 PGDE teachers through the DLS (Asodike&Ebong, 2012). The rationale for the
programme is to provide on-the-job training for teachers and would be teachers thereby
eliminating the inherent problems caused by them having to leave the schools or place of work
for training. The NTI PGDE by Distant Learning System is therefore designed to serve as one of
the most cost-effective strategies for in-service training in transforming non-professional
graduate teachers into full professional educators (Umerah, 2014).
The Postgraduate Diploma in Education of the NTI is also designed for non-education
graduates that are either currently teaching or intend to take up teaching appointment in later life.
Its contents cover not only the techniques and methodologies of teaching, but also cover special
4 professional areas like Educational planning / Administration, Guidance and Counseling, Early
Childhood Education, School Supervision and inspection. The PGDE of the NTI through DLS
requires participants to undertake courses in the core fields of educational practice. The courses
offered include: the Foundations of education- historical, philosophical, psychological and
sociological; Educational management; Curriculum organization and development; Instructional
design and development; Vocational, career and guidance counseling; Comparative education;
Special teaching methods for individual subjects; Tests, Measurement and Evaluation;
Educational research methods; Statistical and data analysis; Psychology of learning;
Developmental psychology; Teaching practice; and Project Work (Dissertation) (NTI, 2015). In
implementing the curriculum of these courses, the teaching materials are in the form of specially
prepared self-instructional materials, all structured and properly sequenced to make reading
orderly and systematic (Umerah, 2014).
For the purpose of improving the effectiveness of the teaching-learning process in the
delivery system of the programme, text materials are supplemented with face-to-face weekend
contact sessions which features lectures, practicals, tutorials to answer students’ questions and
get feedback. These contact sessions are designed for weekends (Fridays & Saturday) and
vacation periods. Furthermore, recorded audio/video and Compact Disc (CD) are made available
as support materials. With respect to students’ evaluation, the major form of assessments is
through Continuous Assessment (which is generated from seminars, tests and assignment),
examination, teaching practice supervision and projects (NTI, 2015). The institute also has
Frequency Modulating (FM) radio for educational broadcasting and pilot testing instructional
Radio Programmes (Osong, 2014).
Students in the NTI PGDE programme in South East Nigeria at a distance tend to possess
common characteristics. Common characteristics in the sense that many of them are mature
5 students, they work in educational institutions or related fields, many of them have social
responsibilities, such as family, religious and other engagements which are competing for their
time and attention. However, the training of teachers through distance learning reaches out to a
heterogeneous and geographically dispersed student. This has invariably brought concerns
regarding the provision and utilization of vital support services, learning resources, and
effectiveness of instruction, as well as the quality of the programme (Etuk, Akpanumoh, Etudor
& Ngerebara, 2008 and Osong, 2014). This according to Parviz and Mania (2009) is because in
distance education, the student course experience should additionally be impacted by efficient
delivery methods, as well as by effective instructional strategies aimed at creating social
interaction in a mediated context. Consequently, a distance course is hopefully equivalent to
traditional campus programme in terms of performance, but it is not experienced in the same way
as a traditional classroom instructional method (Kromrey, 2014). The effective development and
implementation of the NTI PGDE programme in the South East through DLS therefore requires
carefully planned and executed evaluation routines. This is because for a distance learning
programme to succeed, certain objectives explicit to the given context need to be specified and
stakeholders’ need ought to be identified, and programme delivery is supposed to be in line with
those sets of objectives. There is little doubt therefore that the challenges this presents to
programme delivery demand empirical field-based evaluation.
By classification, distance learning education system and effort is tasking, both in terms
of services offered and administrative structure. Evaluating programmes that are characterized by
such flexibility and variability is certainly apt and a challenge, but it is not impossible. For
instance, a well-crafted evaluation can help decision makers and stakeholders of NTI PGDE
programme by DLS in the South East communities determine if the programme generate
outcomes that are better than those generated by either alternative PGDE programmes or
6 traditional service delivery systems other than DLS. Apart from comparing the outcomes of such
distance service programme with those of some other learning system, an evaluation can also be
structured to help those implementing the programme in the South East identify areas where they
are meeting or exceeding goals or where the programme should be strengthened or modified to
improve service to students and community. Furthermore, information from evaluation reports
are important not only for policymakers but also for all those involved in implementing the
programme to improve service delivery (Okoye, 2012). For example, staff and handlers in NTI
South East zone would want to know whether the effort they are making and changes they have
made in the programme are capable of producing outcomes that improve the lives and academic
fortune of secondary education (Umerah, 2014). A dispassionate evaluation could also avail
stakeholders, policymakers, implementers and funders the worth of their considerable
commitment to programme delivery.
For instance, the NTI decision-makers and implementers would want to ensure that the
PGDE by DLS programmes are accomplishing their intended objectives and goals. This being
the case, coordinators of the NTI PGDE programme in South East zone have reiterated that to
ensure quality service delivery, effectiveness of the programme and its success in meeting stated
objectives, the programme must be constantly evaluated (Onukwube, 2015). Furthermore,
according to Sharehu (2011), in an age of increasing accountability, evaluators routinely need to
show the worth of what NTI are doing and the impact the programmes are having on clients and
society. This is because teacher education is constantly challenged with new and innovative ideas
in areas of curriculum, pedagogy, technology and assessment(Siddiqui, 2006).
Thus, the need for a constant programme evaluation as an important component of the
NTI PGDE by distance learning system cannot be undermined. Evaluation in the context of this
present study is therefore the systematic collection and analysis of all relevant information
7 necessary to promote the improvement of NTI PGDE by DLS; to assess its effectiveness and
efficiency, as well as the participants' attitudes within the milieu of the programme. Evaluation is
seen as the process of determining the merit, worth, or significance of things (Scriven, 1991) and
its most important purpose is “not to prove, but to improve” (Stufflebeam, 2003, p. 30).
According to Mahmood andAzhar (2013),evaluation is the systematic assessment and tracking of
the operation and/or outcomes of a programme or policy, compared to a set of explicit or implicit
standards as a means of contributing to the improvement or adjustments of the programme or
policy. For the American Evaluation Association (AEA, 2003), evaluation involves assessing
the strengths andweaknesses of programmes, policies, personnel, products and organizations to
improvetheir effectiveness. According to Zinovieff (2008), the generic goal of most evaluation
exercise is to provide useful feedback to a variety of audiences including students, sponsors,
donors, client-groups, administrators, staff, and other relevant constituencies. Most often,
feedback from evaluation is perceived as useful if it aids in decision making (Stufflebeam,
2007).Programme evaluation is therefore a means by which a programme assures itself, its
administration, sponsors, accrediting organizations, and students that it is achieving the goals
delineated in its mission statement (Hung, Hsu & Rice, 2012).
Literature is replete with studiesthat suggest that distance learning can be effective. In
fact, ample evaluation exercise have shown that people studying at a distance and through Open
and Distance Learning (ODL) system can as well perform well and gain qualifications that
attract formal recognition and public esteem (Asodike& Ebong, 2012). For instance, (Salawu,
Adeoye, Ojo & Olakulehin, 2010) found out that teacher trainees, studying at a distance, perform
as well in the classroom as those trained more conventionally. Nevertheless, it has been observed
by Ado, Akinbobola and Inyang (2010) that the implementation stage of any educational
programme in Nigeria contends with practical obstacles, which make actualization of intended
8 goals and objectives challenging. Thus, challenges such as poor human and material resource
management, ineffective curriculum, absence of suitable materials and equipment, insufficient
funds, poor organizational abilities, and ineffective supervision may be adversely affecting the
successful implementation of the NTI PGDE programme by distance learning system in the
South East, Nigeria.
Given the possibility of these challenges and it concomitant shortcomings, the public,
critics, educational researchers and employers of labour, of recent, seem to doubt the worth of
NTI DLS-produced teachers to the extent that the Universal Basic Education Board in Enugu and
Akwa Ibom States even refused to recruit NTI produced teachers (Etuk, Akpanumoh, Etudor &
Ngerebara, 2008 and Nji, 2015). Rather, state college of education graduates, which offer full-
time study educational programmes were given preferential treatment in recruitment and
selection. Such discrimination of NTI graduates is said to defeat the aim of the PGDE
programme by distance learning system, which was meant to be the panacea for solving the
problems of working students and graduates from cognate disciplines (NTI, 2008). Furthermore,
subject-monitoring findings on the NTI DLS by Mbaya (2005) indicated that the NTI DLS could
be weak in the area of programme delivery, which borders on late and inadequate supply of
instructional materials to study centres; inadequate and unqualified personnel as course
facilitators and supervisory ranks and unqualified students being admitted into the scheme. In
consequence, some student-teachers were said by Mbaya to be lazy in studying to develop
themselves and in associating for experience. These may invariably put competency levels of
some NTI produced teachers in doubt. For example, asopined byMusa(2006) they are barely
more literate than some of the pupils they teach. Ironically, in a pilot study to investigate the NTI
and teaching effectiveness of school teachers in Akwa Ibom State, Etuk and Etudor (2006)
9 reported that a significant number of NTI-produced teachers rated themselves to be very
effective while administrators rated the NTI-produced teachers to be ineffective.
However,an area of concern for distance education is the perceived lack of feedback or
much less contacts of learners with the teachers. A frequent criticism of distance learning is that
its remote nature restricts feedback, leaving learners to feel abandoned (Okafor, 2008). This may
cause students to have trouble in self-evaluation. According to Salawu,Adeoye, Ojo and
Olakulehin (2010),the separation of student and teachers imposed by distance removes a vital
link of communication between these two parties. This link must be restored through overt
institutional efforts so that the teaching-learning experience may be ―reintegrated (Perraton,
2000).At the same time, online data from the graduates of few universities running distance
learning in the south-western part of Nigeria shows that they are yet to adopt modern teaching
techniques/technologies and e-learning to deliver their courses (Adejimi, 2008).
Furthermore, teacher preparation programmes have an essential and inalienable
component of practical work including student teaching practice, internship, fieldwork, working
with the community (Fatima, 2010). Conceptually, teaching practice is the first opportunity for
most student-teachers to participate in activities involving teaching in actual situations for the
postgraduate Diploma in Education Students. While the teaching subjects offered by the teacher
trainees provide the intellectual background, the teaching practice provides the professional
moulding for the real job upon graduation. NTI PGDE graduates may have developed the basic
insights and understandings of subject matter but educational researchers are worried that if the
drill of teaching practice is not properly implemented, these future teachers may not be exposed
to the pedagogy of teaching or understand classroom management, the learning process or
problems of behaviour peculiar to the concerned age group (Osong, 2014). By convention, a
primary criterion in determining the quality of professional and academic status of teachers is
10 that its members should acquire a sound background of generalprinciples of pedagogy, subject
matter specialization and effective preparation in the methods and techniques of teaching
(Stronge & Tucker, 2003; Rao & Rao, 2005). This is because the expertise of the teacher also
lies in devising and organizing of the learning process and in relating it to the needs of the
learner.
In retrospect, to influence and maximize the quality of instructional delivery in the NTI
PGDE DLS, the issue of enrolment of participants and selection criteria also merits serious
consideration. This is because it has been found by Sarita and Tomar (2004) that the impact and
success of any teacher education programme depends largely on the academic background of
students enrolled in it. But since the teaching profession is generally not a priority for candidates,
limited or no choice is available in selecting candidates for any teacher education programme
(Fatima, 2010). However, the whole process of teacher education requires that there are high
standards of entry to courses and high standards expected of all the learning experiences (Sarita
& Tomar, 2004). Qualification requirements are a key policy lever because it is prerequisite for
aptitude necessary for developing positive attitudes towards teaching as a profession and creating
self-confidence as a teacher.
Furthermore, in an interview in 2006 with the then chief executive of the NTI, the
Director General admitted the weaknesses inherent in the scheme to include poor implementation
with respect to timetable structure and issues of practice and apathy of employers of labour and
elucidated the institute’s ‘strategic plan’ in an attempt to ‘reposition the institute for the
challenges ahead’ (Mohammed, 2006, p.11). In recent times, while monitoring the 2013 NCE
and PGDE examinations in some states in the North Central, South East and South-South geo
political zones of the country, the current Director General of the institute; and the monitoring
11 team still found similar challenges in the timetable structure and issues of practice and prospects
and hope to address these so as to meet the objectives of the NTI DLS.
With these concerns, the institute commitment to improving teacher quality through pre-
service and in-service training is promising. What is less clear is why such educational
programmes as the NTI distance learning services have not been a colossal success in spite of
enormous commitment by various stakeholders (Asodike& Ebong, 2012). Perhaps, the answers
could be found in the implementers’ inability in getting feedback from assessment mechanisms
such as a dispassionate programme evaluation exercise, which its report could help channel the
scarce human and material resources to areas of need. For instance, the NTI PGDE by distance
learning system has been running for more than ten years (2005 to date), but it has not been
evaluated in its first decade. This situation is worsened by contempt from employers of labour on
the programme and the paucity of research interest by educational researchers in the study area.
Educational evaluators should therefore be worried about the worth or otherwise of the
programme in meeting its objectives.
This places new demand on educational evaluators. To improve NTI service delivery in
the zone, a good practice is therefore for evaluators to review and appraise the kinds of service
delivery system and opportunities NTI provides prospective students in this programme. This is
because evaluation of such programme perspective is a critical component of educational
effectiveness (Chaney, Chaney&Eddy, 2010). The concern to improve other than prove therefore
provided the impetus for this present study; the goals of which is to classify, collect and collate
quality indicators specific to vital aspect of the NTI PGDE programme by DLS in South East
Nigeria through evaluation. This particular task is founded on the researcher’s conviction that a
dispassionate evaluation of this kind would lead to improvements in educational practice in the
12 South East at large, as well as giving the institute the prospect to re-focus its strategic plan and
modify practices that are conflicting to its mission.
Multiple evaluation frameworks have been developed to serve different purposes and
satisfy different goals. But evaluation models are chosen on to yield the type of information
required. Depending on the purpose of evaluation, there are many conventional frameworks
available. They include Tyler’s objective-based evaluation (1949); Kirkpatrick's Four Levels
model (1959); Provus discrepancy model of evaluation (1971); Scriven’s goal-free evaluation
(1974); Stake’s responsive/client-centred evaluation (1975); Stufflebeam’s context, input,
process and product model (CIPP) (1966) and; many others.There is no best model to an
evaluation exercise (Chen, 2009). These models are amenable to evaluating the NTI PGDE by
DLS. In fact, the utility of evaluation models depends entirely on the situation at hand. Besides,
theorists have for long differed in their views ranging from the ‘take a model from the shelf
approach’ to the ‘mix and match or eclectic approach’ (Popham, 1975 p. 11). In this study
however, Stufflebean’s CIPP evaluation model was adopted.
The CIPP evaluation model is a system-based model for guiding evaluations of
educational programmes, projects, personnel, products, institutions, and systems. CIPP model
represents context, input, process, and product evaluation of programme. In general, these four
parts of an evaluation respectively ask, What needs to be done? How should it be done? Is it
being done? Did it succeed? In Stufflebeam modified later checklist, the “Did it succeed?” or
product evaluation part is further divided into impact, effectiveness, sustainability, and
transportability evaluations (Stufflebeam, 2003). Respectively, these four product evaluation
subparts ask, Were the right beneficiaries reached? Were their needs met? Were the gains for the
beneficiaries sustained? Did the processes that produced the gains prove transportable and
adaptable for effective use in other settings? Hence, the concept of evaluation underlying the
13 CIPP model and its checklist is that evaluations should assess and report an entity’s merit, worth,
and significance and also present lessons learned (Stufflebeam, 2002).
The CIPP Model is therefore regarded by Stufflebeam as a work in progress. According
to Fatima (2010),the Stufflebeam's CIPP model of evaluation is most suited in evaluating teacher
preparation programmes because it gives a comprehensive and systematic look at different
aspects of a programme. On the other hand, system-based models like CIPP seem to be more
useful in terms of thinking about the overall context and situation (Zinovieff, 2008; Kiely & Rea-
Dickins (2005). Hence, Context evaluation of the NTI PGDE by DLS in the South East would
entail the researcher examining and appraising the milieu and perspective of the programme,
conducting needs and goals assessment, defining the objectives of the programme and
determining the degree the proposed objectives are sufficiently responsive to the identified
needs. Input evaluation would take account of activities such as assessment and depiction of the
programme inputs and resources. Process evaluation would require examining how the
programme is being implemented, monitoring how the programme is performing and what is
actually occurring in it. Its Product evaluation would entail determining and examining the
general and specific outcomes of the programme and assessing the merit of the programme.
According to Jabbarifar (2009), a primary concern in education is whether students attain the
objectives of the course of study or curriculum scope and sequence. Hence, product evaluation is
vital.
The rationale for adopting this model is because of its inherent comprehensive treatment
of programme evaluation. Okoye (2012) noted that a well-designed evaluation exercise through
the CIPP model improves practices and ensures quality of educational improvement. This is
because the CIPP evaluation model is capable of providing both summative and formative
assessments of whatever has been evaluated depending on when and how it is applied to a
14 programme (Chen, 2009). Either way, employing a CIPP model in evaluating the NTI PGDE by
DLS in the South East is capable of providing important information for decision makers;
particularly in terms of what should be retained, what should be discontinued, and what should
be varied or changed in some way.
Furthermore, the nature of robust evaluative research requires that information be
gathered using different methods. As this present studyfocuses on competing discourses and
alternative in implementing the NTI PGDE programme by DLS, using one method to collect
data may result in one discourse being discussed more fully to the exclusion of the others. This is
to say that using a single approach to gather data on a programme as significant as the NTI
PGDE by DLS entails that the views of all stakeholders would not be obtained.The researcher
therefore needed to produce an objective balanced overview of the programme context by
triangulating findings. Triangulation makes use of combinations of methods, investigators
andperspectives in empirical context. In support of this approach in evaluation endeavours, Chen
(2009) and Guerra-Lopez (2008) in their separate studies stress that over-dependence on a
particular methodof data collection and interpretation will invariably distort the overall picture of
a programme evaluation.
Triangulating data in this present study will allow illuminations from multiple
standpoints and perspectives which reflects the researcher’s commitment tothoroughness,
flexibility and differences of experience. This would invariably facilitate richer and potentially
more validinterpretations of attributes of the NTI PGDE by DLS in the study area.For such
validity and academic rigour, this present study adopted triangulation of methods and data.
Nonetheless, implementing triangulation technique in programme evaluation is considered an
important exploit for researchers in the field of measurement and evaluation (Stavropoulou &
Stroubouki, 2014). This is because such dispassionate evaluation methodology is fundamental to
15 continuous improvement efforts in education programme. Hence, a triangulated programme
evaluation report would most provide usable information about the implementation of NTI
PGDE by DLS from as many perspectives as indispensible. At the academic realm, paucity of
evaluation report on the NTI PGDE by DLS with these characteristics consequently created a
gap in literature. Given the dearth of such empirical study, there is need for a study of this kind
in the South East Nigeria. This present study is therefore apt and an academic exercise with the
resolution of answering pragmatic questions of decision makers in the NTI/DLS who want to and
are eager to improve the programme, expand the scope or modify it through evaluation reports.
Statement of the Problem
There seems to be employers’ apathy in hiring NTI PGDE by DLS graduates in the South
East zone. This is furthermore worsen by the paucity of evaluation reports necessary for
validating whether the programme is properly implemented since its inception ten years ago.
This is said to defeat the aim of establishing the NTI and gives serious concern to the decision
makers and stakeholders who want to and are eager to improve the programme, expand the scope
or modify it for greater delivery through evaluation findings. Since evaluation is vital in
programme implementation, this has invariably brought concerns regarding what needs to be
done? how should it be done? is it being done? and did it succeed? with respect to support
services, learning resources, and effectiveness of instruction, as well as how the Institute monitor
the quality of the programme. Moreover, not a bit of the related literature which sort answers to
these pertinent questions and its dimensions at different levels did so in South East states. In
consequence, much attention has been given to adequate supply of teachers in this zone, while
much less focus has been on evaluating its sources and outcome for improvement.
16
Little is thus known about the context, input, process and product constituent of the
programme. This lapse in availability of empirical data to help decision makers improve or
validate the huge human and material resources being invested by all stakeholders suggests the
need for this investigation. Posed as a question, the problem of this study therefore is finding an
answer to the poser: to what extent have measures been implemented to realize the objectives of
teacher education through the NTI PGDE by DLS in South East Nigeria?
Purpose of the Study
The main purpose of this study was to evaluate the National Teachers Institute’s post
graduate diploma in education by distance learning system in South East, Nigeria. Specifically,
this study appraised the:
1. context in which the National Teachers Institute Post Graduate Diploma in Education by
distance learning system is implemented in South East, Nigeria;
2. inputs put in place to realize the objectives of the National Teachers Institute Post
Graduate Diploma in Education by distance learning system in South East, Nigeria;
3. process of implementing the National Teachers Institute Post Graduate Diploma in
Education by distance learning system in South East, Nigeria;
4. products of the National Teachers Institute Post Graduate Diploma in Education by
distance learning system in South East, Nigeria;
Significance of the Study
The findings of this study have both theoretical and practical significance. Theoretically,
the findings of this study validates the dynamics of Stufflebeam’s context, input, process and
product model as a guide in evaluating distance learning programmes like the NTI PGDE. This is
17 because the findings of the study have shown that the CIPP dimension could guide to answer
decision makers wanting questions of: What needs to be done? How should it be done? Is it
being done? Did it succeed? in distance learning programmes. Hence findings from context
helped assess needs, problems and opportunities to guide decision makers in defining goals and
priorities. It will also help the broader group of stakeholders judge goals, priorities and
outcomes. Input evaluation findings will guide the institute in assessing alternative approaches,
competing action plans, staffing plans, and budgets for feasibility and potential cost-
effectiveness in meeting targeted needs and to achieve goals. This will also guide decision
makers in the NTI PGDE by DLS in choosing among competing plans, writing funding
proposals, allocating resources, assigning staff, and scheduling work. Findings from process
evaluations would assess the implementation of plans to guide stakeholders judge programme’s
performance and interpret outcomes. Findings from the product evaluations will guide the
institute in identifying and assessing outcomes - intended and unintended, short term and long
term - both to help decision makers keep the institute focused on achieving important outcomes
and ultimately to help the broader group of stakeholders gauge their efforts in meeting targeted
needs.
Practically, findings from this study will be beneficial to the government, NTI and
educational researchers. Results of this study will help the government by providing empirical
evidence on models of teacher education interventions that can best boost achievement of the
objectives of the NPE. The findings will therefore provide government’s Ministries of Education
with useful and relevant data for improving teacher education that promotes quality assurance,
accountability and probity. Hence, when the result of this study is made available to government,
it will sensitize all its parastatals and agencies in the education sector in this respect. The
findings of this study would also help the Government implement policy frameworks that guide
18 PGDE-awarding institutions in mounting effective teacher education programmes. Findings from
this present programme evaluation will thus be crucial to the government for measureable
objectives and standards to be set, and appraised, when developing and offering similar distance
learning programmes. This is necessary to ensure quality, accountability, standards and viability
of teacher preparation programmes.
To the NTI, the findings of this study will surely improve decision making. The findings
of this present study will guide to create a culture of service delivery in her PGDE programme.
With respect to efficiency, the findings of this study will help the institute to have a solid grasp
of the quality indicators for distance learning courses and programmes they offer. Hence,
through the findings of this study, the institute can faction out educational best practices and
standards as the basis of its curriculum development and evaluation of continuing education
courses. Thiswill no doubt go a long way to guide and focus the institute’sinterest on teachers
achieving their personal and professional career goals through distance learning system. Such
will also guide the institute to develop, promote and facilitate healthy interactions between
learners and facilitators, and among learners and invariably enhance their learning experience.
Thus, the findings of this study will assist the NTI to direct and design successful distance
learning courses and programmes by focusing efforts on the bottom line goal of meeting the
needs of divers learners and employers. Since the demand on NTI to prepare teachers and
develop sound intervention programmes is significant, the findings of this study would provide
data that could potentially have a direct impact on the future of planned professional
development opportunities as well as future programme expansion.
The findings of this present study will also be beneficial to educational researchers
because it will go a long way in contributing to the frontier of knowledge on those known factors
in teacher preparation. There is also no gainsaying the fact that data from this study will
19 contribute to the scarce literature on models of educational intervention that most effect the
realization of secondary education goals in South East through teacher education. To researchers,
the findings of this study will also contribute to the existing knowledge on the implementation of
measures that best realizes the objectives of the NPE through teacher education with regards to
policy contents, input facilities, methodology, teacher factor and challenges.
Scope of the Study
The geographical scope of this study is South East, Nigeria. Specifically, this study was
carried out only in the five states that make up NTI South East zone. There are other study
centres in the study area which include NCE study centres but this study was restricted to the
designated fourteen PGDE centres spread across the zone. Though there are other popular
evaluations models, this studyadopted Stufflebeam’s Context, Input, Process and Product
evaluation model. In this respect, the CIPP checklist was super imposed on NTI implementation
blueprint and the minimum standard for teacher education as prescribed by Teachers Registration
Council of Nigeria (TRCN). In doing so and to meet the requirement of triangulation, qualitative
and quantitative data were sought.
Research Question
In line with the purpose, this study was premised on the following research questions:
1. What is the context of implementing the National Teachers Institute’s Post Graduate
Diploma in Education by distance learning system in South East, Nigeria?
2. What inputs are utilised in implementing the National Teachers Institute’s Post Graduate
Diploma in Education by distance learning system in South East, Nigeria?
20
3. What is the implementation process of the National Teachers Institute’s Post Graduate
Diploma in Education by distance learning system in South East, Nigeria?
4. What are the outcomes of the National Teachers Institute’s Post Graduate Diploma in
Education by distance learning system in South East Nigeria?
CHAPTER TWO
LITERATURE REVIEW
This chapter deals with the review of relevant literature. The researcher reviewed work
carried out by other authors relating to teacher education. Attention is focused on the following
sub-headings;
• Conceptual Framework
Distance Learning System
Evaluation
Evaluation models
Triangulation
Analytic Induction
• Overview of Teacher Education in Nigeria
• The National Teachers' Institute
• Quality Assurance Mechanisms in the NTI
• The NTI PGDE Programme
• Importance of Evaluating the NTI PGDE by DLS
• Theoretical Framework
Keegan’s Theory of Distance Learning
Stufflebean’s Context, Input, Process and Product (CIPP) Model
• Relevant Empirical Studies
Studies on NTI Programmes
Studies on Distance Education
21
Studies on Teacher Education
Studies that Adopted CIPP Evaluative Model
Evaluated Programmes
• Summary of Literature Review
CONCEPTUAL FRAMEWORK
Distance Learning System
Distance-learning system has a major contribution to make to the educational requirements of
the 21st century by encouraging general acceptance of the concept of knowledge as a vital
element in social development and economic growth. According to O’Lawrence (2007), the
authenticity, quality, and competitive standards of such programmes should come from reputable
institutions so that those in higher education can confidently say that it will. Distance learning is
an instructional delivery system that effectively connects learners with educational resources.It is
the provision of education by mode other than the conventional face-to-face method but whose
goals are similar to, and just as noble and practical as those of on-campus full time, face-to-face
education. It may be full-time or part-time graduate and undergraduate certifications, and
continuing education. Hubbard (1995) defines distance education as a process in which there
must be a teacher, one or more students; a course or curriculum that the teacher is capable of
teaching and the student is trying to learn; and a contact, implicit or explicit, between the student
and the teacher or the institution employing the teacher, which acknowledges their respective
teaching-learning roles. According to NTI (2005), distance learning system is an education
delivery practice adopted world-wide by Open and Distant Learning (ODL) Educational
Institutions whereby professionally designed, step-by-step instructional materials are provided to
the DLS students at their various locations (called Study-Centers).
22
According to Etuk, Akpanumoh, Etudor and Ngerebara (2008), the terms distance education
or distance learning have been applied interchangeably by many different researchers to a great
variety of programmes, providers, audiences and media. Distance learning according to Asodike
and Ebong (2012) is the educational programme where the instructor and the student may be
separated in space, but maintain communication, through some instructional media to
accommodate diverse learning styles; provide access to remote and normally inaccessible under-
represented groups such as women, as well as persons in rural remote locations. Distance
education is also thought of as the delivery of useful learning opportunities at convenient place
and time for learners. From these definitions, distance education can therefore be described as
the overall processes of learning/instructions between the instructor and students distantly
located, which would not be possible without arranged contact sessions, electronic or print
media. Distance education therefore relies on methods of instruction that utilise different
communications technologies in its course delivery to participants in different places. It enables
the participants and the resource persons/facilitators/teachers to interact with one another by
means of computers, artificial satellites, telephones, radio or television broadcasting, or other
advanced technologies. These technologies are effectively incorporated to help in delivering
education to students who are not physically on site to receive their lecture.
Distance education can play a crucial role not only in the educational sector but also in the
economic development of a country by meeting human resource as per its needs. The Federal
Republic of Nigeria (FRN, 2004), thus stated that the objectives of distance education are:
a. Provide access to quality education and equity in educational opportunities for those who
otherwise would have been denied;
b. Meet special need of employers by mounting special certificates course for their
employees at their work place;
23
c. Encourage internationalization especially of tertiary education curricula;
d. Ameliorate the effect of internal and external brain drain in tertiary institutions by
utilizing Nigerian experts as trenchers regardless of their locations of places of work
However, distance education began in 1963. In that year Michael Young and Brian Jackson
established the National Extension College as a pilot for an open university (Perraton, 2000). The
Open University was established in Britain. Today, between 5 and 12 per cent of university
students in industrialized countries are likely to be studying at a distance; in developing countries
the figure is often between 10 and 20 per cent (Perraton, 2000). Expansion, at least in this sector,
has been more rapid than expected. The question is; why has it attracted public support and
funding? Economics and educators each give part of the answer. According to Yusuf and Falade
(2005), distance education offers veritable vehicle for improving the quality of pre-service and
in-service training given to trainee teachers and it also has the potentials of ensuring life-long
learning for practicing teachers. Muyinda (2012) thus note that the social,economic and political
environment is increasingly encouraging fresh graduates and lifelong learners to prefer a post
graduate Diploma through the distance learning mode of study.The premise that open and
distance learning could extend educational opportunities at a lower cost than conventional
education has also been a powerful motivator. It increases access to learning opportunities for
people already engaged. Well organized distance learning accommodates multiple learning styles
and serves learners who are not likely to attend traditional classroom instruction.
Thus, open and distance learning has grown because of its perceived advantages: First is its
economy: school buildings and plants may not be required and teachers and administrators can
be responsible for many times more students than they can accommodate in a school. Its second
main advantage is its flexibility: people who have got jobs can study in their own time, in their
own homes, without being removed from their work for long periods. Its third advantage is its
seven-league boots: it can operate over long distances and cater for widely scattered student
24 bodies.According to Perraton (2000), if it could teach more, and reach more, or accelerate
educational change, then these were reasons enough for the educational planner to try lt. Of
course these arguments spring from particular educational philosophies justifying expansion and
reform. Once we carry the analysis beyond arguments for expanding or changing education that
are, in a sense, endogenous to it we can distinguish between ideological, economic and
technological reasons for investing in open and distance learning systems.The pace at which this
has happened, and the scale it has now reached, make open and distance learning worth critical
analysis.
However, distance learning programme has been considered as one of the most important
educational innovations in Nigeria. ODL has provided opportunities for those who could not
afford to leave their job to attend to full time conventional education. Jimoh, (2013) opine that in
efforts to meet the new and changing demands for education and training, ODL may be seen as
an approach that is at least complementary and under certain circumstances, an appropriate
substitute for the face-to-face methods that still dominates most educational systems. Distance
learning system has also offered access to many people who would have previously been denied
access to educational opportunities based on where they live and work, poor-economic
circumstances, social status etc. Boettcher (1996) identified two types of distance students as
being those who dropped out of school and decide to come back later in life; and those who
combine work and study.These two groups of students are usually adults who have families to
the extent that their family responsibilities and work schedule compete for time with their
studies. Students in the NTI DLS mostly belong in the second group.
Distance education provides a way for these groups to reach their personal goals despite
constraining personal circumstances. People who can't attend traditional classes because of these
realities need alternatives. These adults are prime targets for the NTI PGDE by distance learning
25 system. They are motivated to continue their education which is limited by circumstances.
Flexible learning approaches that are not classroom centered appeal to these potential learners.
But the success of distance learning programmes, on the individual level is often a function of
personal learning styles. Hence, the behaviour of interest for distance learning is focused on
students achieving their personal and professional career goals through peculiar delivery system
(Chaney, Chaney & Eddy, 2011). The relationship between learning styles and distance learning
offerings has been thoroughly investigated in literature. The results of that research indicate that
students will accommodate their varying learning styles with different learning environments
(Belanger & Jordan, 2004). However, it has been observed by Battalio (2009) that successful
completion rates tend to be lower in ODL than in conventional face-to-face education, where it
has been possible to make direct comparisons between them.
Furthermore, many adult learners take a distance-learning course with certain expectations
about its rewards and drawbacks. O’Lawrence (2007) has therefore itemized the following as
some of the advantages of distance learning courses students and instructors has identified:
ü Flexibility: They believed that the greatest rationale for the existence of most forms of
distance learning is that students can do much of the work at times and places of their
choosing.
ü Self-tailored learning: Within certain limits, it allows them to learn at their own pace, in
their preferred medium, or in a more comfortable environment.
ü For instructors, they are able to combine lecture material with specific modules offering
computer-learning tools. This permits instructors to devote more time, if required, to
covering concepts in class, while letting students learn the hands-on portion of the course
on their own.
ü More choices: Distance learning courses allow students more choices in course offerings
and times without fear of class conflicts.
ü Increased learner centeredness: Learners can study tutorials or add-on material at their
own pace and at the appropriated time for them. This is particularly important for learners
26
who suffer from not being able to follow the pace of the lectures but who have the
capabilities of catching up and finding the missing information by studying on their own.
ü It reduces operational costs for institutions.
ü Course standardization in courses for which there is a large number of potential learners:
Computer-aided learning tools help achieves a certain level of standardization in the
quality and quantity of material received by all learners.
ü Lower course development costs: By centralizing the development of some of the
learning tools, institutions may free up time for instructors to focus on other important
teaching or training matters
It is also important to be aware that there are certain difficulties to distance learning that adults
encounter regularly. Wahlstrom (2003) opine that the most significant drawback is that some of
the adults taking distance learning classes lack self-discipline and time management. Some feel
lonely without face-to-face contact with other students, no matter how much they may
communicate with others by phone, e-mail, or discussion board/chart room. Internet-based
distance learning courses, in particular, rely less on lectures as a means of instruction and more
on reading and discussion; thus, students who are uncomfortable with their reading and writing
skills find themselves equally uncomfortable with distance learning courses. Similarly, Heinich
(2002) indicated that, among other shortcomings, learners who participate in broadcast lessons
without talkback capabilities feel like second-class citizens, having little rapport with the rest of
the group. Technical problems may also interrupt the instruction and may create confusion and
frustration for the instructor and students. Because of inexperience, instructors may not feel
comfortable teaching in this type of setting, and students may also be reluctant to assume greater
responsibility for their own learning. Effective distance learning system therefore requires
extensive preparation, as well as adapting traditional teaching strategies to a new learning
environment.
27
However, to curb these challenges and in pursuant of the goals of distance learning as
stipulated in the National Policy on Education (NPE) , the practice adopted by NTI is a hybrid or
blended course. This is because students require a physical on-site presence or use of the above-
mentioned facilities including taking of examinations. The four fold objectives of NTI as
enunciated by Yusuf and Falade (2005, p 25) are: to identify and clarify professional requirement
of teachers; to design and mount programmes which achieve the objectives of teacher education;
to operate and maintain a nationwide programme which must work harmoniously with exiting
and similar programmes and; to incorporate strategy for change and innovations within it
conceptual and operational framework. According to Adejimi (2008), the rationale for selecting
this distance-learning approach by NTI programme providers in order to achieve these objectives
may not be far from the following: Overcoming problems posed by education in remote areas;
Delivery of education to a large body of students without the constraints of space; Catering for
widely scattered student bodies; Flexibility as an educational method; Training teachers without
taking them off their jobs and; Cost effectiveness. Jimoh (2013) thus opine that such distance
learning service of the NTI remains the primary mechanism for the information-driven age, a
tool that has bridged the gap between developed and developing communities.
Evaluation
Educational programmes are planned and delivered in different contexts. For each
programme, certain objectives specific to the given context and stakeholders are identified, and
programme delivery is supposed to be in line with those sets of objectives. Educational decision-
makers and stakeholders would often want to ensure that programmes are accomplishing their
intended objectives and purposes.To ensure effectiveness of educational programmes and its
success in meeting the set objectives, it must be evaluated regularly(Parviz & Mania, 2009).
28 Evaluation is a term that is used to represent judgments of many kinds. Evaluation is the
systematic collection and analysis of all relevant information necessary to promote the
improvement of a programme, and assess its effectiveness and efficiency, as well as the
participants' attitudes within the context of the particular institutions involved. According to
Zinovieff (2008), evaluation is an instrument that predominates in the national and international
public sectors as a means to ensure substantive (rather than financial) accountability of the
investments made, and as a basis for learning to improve the relevance and quality of future
actions. Welch (2006) defines evaluation as an applied inquiry process for collecting and
synthesizing evidence that culminates in conclusions about the state of affairs, value, merit,
worth, significance, or quality of a programme, product, person, policy, proposal, or plan.
Evaluation allows stakeholders to think about what has been learned, what one might do
differently next time and how one can build on the most successful areas of the
programme.Educational programme evaluation is therefore the systematic collection and analysis
of information related to the design, implementation, and outcomes of educational programmes,
for the purpose of monitoring and improving the quality and effectiveness of the programme. As
is clear in this definitions, programme evaluation is about understanding the programme through
a routine, systematic, deliberate gathering of information to uncover and/or identify what
contributes to the success of the programme and what actions need to be taken in order to
address the findings of the evaluation process (Durning & Hemmer 2010). In other words,
programme evaluation tries to identify the sources of variation in educational programme
outcomes both from within and outside the programme, while determining whether these sources
of variation or even the outcome itself are desirable or undesirable.
A robust programme evaluation process supports accountability while allowing educators
to gain useful knowledge about their programme and sustain on-going programme development
29 (Goldie 2006). Evaluation models have always supported such a range of needs. Newer
evaluation models support learning about the dynamic processes within the programmes,
allowing an additional focus on programme improvement (Stufflebeam & Shinkfield 2007).
Such evaluation model is used as guide in various professional contexts on a daily basis
in order to make decisions for complex matters that require individuals or methods of practice to
be certified, secured or improved. With regard to the educational context, many of the terms,
concepts, and theories of educational evaluation originated from business models, and have been
adapted to education, especially in light of an increased emphasis on outcomes (Stavropoulou &
Stroubouki, 2014). Evaluation in education is thus used to analyze the effectiveness and direction
of an educational activity and involves making a judgment about progress and impact. It means
that evaluation in education puts that data in use and thus gives it value. Mahmood andAzhar
(2013) observed that in third world countries, it is common practice that monitoring systems are
weak, corruption, lack of commitment and competency are common in workers. Rough and
outdated data are provided to management. Hence, evaluation is regularly needed to assess the
monitoring mechanism. Effective programme evaluation is therefore a carefully planned and
systematic approach to documenting the nature and results of programme implementation.
In consequence, a variety of evaluation approaches have been developed throughout the
relatively short but plentiful life of evaluation. Nevertheless, evaluation in education has received
both criticism and approval from the scientific community. Many authors expressed their
scepticism about the application of evaluation in education, and have discussed the difficulties of
implementing evaluation theory in practice (Roxburgh, 2008). From the early years of
evaluation, programme evaluation was considered as a problematic issue for several reasons
(Coryn, Noakes, Westine & Schroter, 2011). The impracticality of evaluation instruments, the
lack of stakeholders’ involvement in the evaluation process, the low response rate and poor
30 commitment of faculty staff are some of the issues that have thrown doubt on the practicality of
programme evaluation. As a result, in the past, programme evaluation was characterized as a
time-consuming, monotonous procedure, with doubtful results and struggling processes (Ogrinc
& Batalden, 2009). Others considered evaluation as a necessary but complex component of
programme design, development and implementation (Foley, 2008). Traditionally, the
complexity of evaluation was highlighted and, for this reason, evaluation was the least
understood and the most neglected element of programme design and development
(Stavropoulou & Stroubouki, 2014). In the same context, programme evaluation was considered
as an important element of programme development, despite being neglected due to its complex
nature and the increased problems for policy makers and programme planners (Roxburgh, 2008).
Different views were however presented in the past by various authors who revealed the
constructive nature of evaluation and claimed that evaluation is a vital component of programme
development. Researchers for example, who expressed concerns about the practicality of
educational evaluation, also emphasized that evaluation is an important element of programme
development and implementation. Most stressed that evaluation is one of the most significant
facets of curriculum development, even if it is carried out solely for the purpose of providing the
faculty with a sense of security. In addition, Scriven and Stufflebeam in their separate works
associate the notion of quality with evaluation and consider evaluation as a prerequisite for
developing and sustaining high–quality educational programmes. Hence, evaluators underscore
that programme quality and programme evaluation need to be strongly emphasized in higher
education, despite the fact that evaluators and educators often conveyed criticism and divergent
opinions (Stavropoulou & Stroubouki, 2014). Despite, the opposing views on the utilization and
usefulness of programme evaluation, there is a general agreement among authors of the earlier
and later times that evaluation is an essential part of the educational process.
31
This is because within the specific context of education, evaluation helps to ensure the
accountability of the various educational programmes in meeting their goals. Conclusions made
in evaluations encompass both an empirical aspect (that something is the case) and a normative
aspect (judgment about the value of something). According to Fournier (2005), it is the
valuefeature that distinguishes evaluation from other types of inquiry, such as basic science
research, clinical epidemiology, investigative journalism, or public polling. The primary purpose
is to help stakeholders make a judgment and/or decision on what is being evaluated –
Generalizability to other settings not necessarily important.What all evaluations exercise have in
common is the notion of judging merit. That is, someone is examining and weighing something
against an explicit or implicit yardstick. The yardsticks can vary widely, and include criteria such
as aesthetics, effectiveness, economics, and justice or equity issues. According to Frye and
Hemmer (2012), information necessary for programme evaluation is typically gathered through
measurement processes. Choices of specific evaluation design, evaluation instrument,
measurement tools, strategies, or assessments for programme evaluation processes are therefore
guided by many factors, including the specific evaluation questions that define the desired
understanding of the programme’s success or shortcomings (Patton 2011).
Formative and Summative Evaluation
Evaluation theories have their root in social inquiry and the desire for accountability and
control. Depending upon the goals of the evaluation, different methodologies and strategies are
used to guide inquiry. The methodologies and strategies are selected based on the type of
evaluation required. Evaluation falls into three main types, those oriented toward the
construction of knowledge, those orientated toward placing value, and those oriented toward how
information is used (Chapman, n. d.). Evaluation can be further broken into two distinct
32 categories, formative and summative (Scriven, 1967). Scriven was the first to define two types
of educational programme evaluation-formative and summative (1967) to describe the evaluation
of educational curriculum. Formative evaluation focuses on processes and summative evaluation
focuses on outcomes (Scriven, 1967). Formative evaluation can serve a variety of purposes. It
produces information that is fed back during the course of a programme to improve it.
Summative evaluation is done after the programme is finished, and provides information about
its effectiveness. Scriven later simplified this distinction, as follows: ‘When the cook tastes the
soup, that’s formative evaluation; when the guest tastes it, that’s summative evaluation.
Recently, researchers outlined their sequential nature: first, formative data are collected and used
to prepare for the summative evaluation; then, a summative evaluation is conducted to provide
data for external accountability. This is because programmes are seldom ‘finished’; they
continue to adapt and modify over time, in response to internal and external conditions.
Therefore, the need for ‘formative’ information continues – to be fed back to programme staff to
improve the programme.
Fig. 1: Context of formative and summative evaluation Formative Summative Primary purpose is improvement Primary purpose is accountability Used by primary stakeholders Used by upstream stakeholders Summary of what is occurring Summary of what has occurred Decisions as a result of recommendations based on what is occurring
Decisions as a result of what has been completed
Chef tastes the soup Customer tastes the soup Provides information that helps improve your programme. Generates periodic reports. Information can be shared quickly
Generates information that can be used to demonstrate the results of your programme to funders and stakeholders.
Focuses most on programme activities, outputs, and short-term outcomes for the purpose of monitoring progress and making mid-course corrections when needed.
Focuses most on programme’s intermediate-term outcomes and impact. Although data may be collected throughout the programme, the purpose is to determine the value and worth of a programme based on results.
Helpful in bringing suggestions for improvement to the attention of staff
Helpful in describing the quality and effectiveness of your programme by documenting its impact on participants and the community.
Adopted from Roxburgh (2008).
33
Evaluation Designs
According to Alkin (2004), the most commonly used evaluation (and research) designs are.
• One-Shot Design: In using this design, the evaluator gathers data following an
intervention or programme. For example, a survey of participants might be conducted
after they complete a workshop.
• Retrospective Pretest: As with the one-shot design, the evaluator collects data at one
time but asks for recall of behaviour or conditions prior to, as well as after, the
intervention or programme.
• One-Group Pretest-Posttest Design: The evaluator gathers data prior to and following
the intervention or programme being evaluated.
• Time Series Design: The evaluator gathers data prior to, during, and after the
implementation of an intervention or programme.
• Pretest-Posttest Control-Group Design: The evaluator gathers data on two separate
groups prior to and following an intervention or programme. One group, typically called
the experimental or treatment group, receives the intervention. The other group, called
the control group, does not receive the intervention.
• Posttest-Only Control-Group Design: The evaluator collects data from two separate
groups following an intervention or programme. One group, typically called the
experimental or treatment group, receives the intervention or programme, while the other
group, typically called the control group, does not receive the intervention. Data are
collected from both of these groups only after the intervention.
• Case Study Design: When evaluations are conducted for the purpose of understanding
the programme’s context, participants’ perspectives, the inner dynamics of situations,
and questions related to participants’ experiences, and where generalization is not a goal,
a case study design, with an emphasis on the collection of qualitative data, might be
most appropriate. Case studies involve in-depth descriptive data collection and analysis
of individuals, groups, systems, processes, or organizations. In particular, the case study
34
design is most useful when you want to answer how and why questions and when there is
a need to understand the particulars, uniqueness, and diversity of the case.
Evaluation Instruments
From the literature reviewed, the researcher observed that there has often been the
reliance on one method of data collection and analysis. Such give rise to a narrow view of the
programme implementation. Nevertheless, Chen (2009), opine that all researchers, perspectives
and methods are value laden,biased, limited as well as illuminated by their framework, particular
focus andblind spots. To serve the purpose of this study therefore and learn more from the
programme to inform decision, assortment of instruments were developed and adapted to yield
qualitative and quantitative data. These include checklist, pro-forma, questionnaire,
observational checklist, interview schedule, focus group protocols and pictogram.Hence,
adoption of triangulation method of data collection in this present study will give weight to both
divergence and convergence perspectives in searching for answers to questions of interest to
stakeholders who are the key decision makers in the NTI PGDE by DLS programme. These
assortments of instrument were therefore employed to effectively use qualitative and quantitative
methods; focus on the questions of interest to the stakeholders; triangulates findings from
different sources; use dialogue to examine and authenticate stakeholders’ inputs and; promote
stakeholder involvement which guarantees use of findings in decision making.
Given the importance of stakeholders’ participation in evaluation process, in developing
these instruments, the researcher had personal interactions with the zonal co-ordinator, some
state co-ordinators, center managers and quality assurance consultants of this programme. This
gave the researcher insight into the nature of implementation and context of this programme.
35 According to Stufflebeam, involving stakeholders from the beginning insures the process gather
meaningful information in which stakeholders have real interest on which helps in determining
the focus the evaluation. Most importantly, this assures democratic participation of stakeholders
in all stages of the evaluation geared to maximize evaluation impacts and finding’s usability.
Following on the insight, various instruments were developed in line with the CIPP model of
programme evaluation. In that sense these instruments were used for the following purpose.
Questionnairesand surveys: Questionnairesand surveysare best to find out about opinion or an
increase in knowledge and understanding after a short session of a given population. They are
not expensive and can be easy to analyse, quick to administer, and can gather a lot of data. But
the questions need to be worded carefully, respondents’ interpretations of questions may vary
and they do not allow measurement of progress on more complex aspects of learning. It is
always necessary to pilot a questionnaire. Questionnaire instruments are lists of questions or
statements to which the individual is asked to respond inwriting; the response may range from a
checkmark to an extensive written statement.
Researchers such as Gay and Airasian (2000) and Oppenheim, (2001) have provided
general guidelines to be taken into consideration when constructing a questionnaire. They
suggest that a questionnaire should: be as clear and simple as possible; avoid questions that are
too long; ask only important questions which respondents can answer; avoid questions with two
parts; follow a natural logic and order; and in multiple choice questions, ensure that all the
possibilities are covered. Gay and Airasian (2000, p.280) also pointed out that the questionnaire
is a valuable means to collect "standardized, quantifiable information from all members of
population or sample". As a technique of gathering data for social research, the questionnaire has
a number of advantages which could be summarized as follows: they are easy to distribute and
complete; they can be given to a large sample of respondents at the same time; responses are
36 easily quantified and tabulated (depending on the design of the instrument); a written
questionnaire provides a vehicle for expression without risk of embarrassment to the
respondents; and people in remote or distant areas can be reached (Cohen, 2001)
Questionnaires in this study were developed to analyses quantitative and qualitative data.
The questionnaires of this study would be used to find out about stakeholders’ agreement in
knowledge and understanding of the achievement of the programme. They were not expensive to
construct and can be easy to analyse, quick to administer by the researcher, and can gather a lot
of data. For ease of comprehension on the part of the respondents, their items were worded
carefully because respondents’ interpretations of questions may vary.
Interviews: Interviewswith open questions might be better to gather more in-depth information
and insights into what has been learned. They are more flexible, allow clarification of responses
and allow unanticipated outcomes to be uncovered. But they can be intensive, time consuming
and expensive. They are dependent on the person doing the interview. Data need to be
transcribed and can be hard to analyze and compare.
In this study,Interviews schedules with open open-ended questions were used to solicit
more in-depth information and insights from respondents into what has been done and what need
be done in actualizing the goals of the programme. This is because the researcher made them to
be more flexible, allow clarification of responses and allow unanticipated outcomes to be
uncovered. Cohen, Manion and Morrison (2001) pointed out that open-ended questions which do
not require answers from a given range of responses means that respondents can answer the
questions in their own way and in their own words; that is the research is responsive to the
participants' own frames of reference. Though intensive, time consuming and expensive, its
qualitative nature is highly dependent for clarifying and triangulating other source of data. This
37 study utilized the face-to-face interview method because it guarantees a much higher return rate.
Interview schedules have therefore been developed in this study to gather detailed data in that
they provide the respondents with the opportunity to freely express their points of view without
restriction or limit. They were designed to be open-ended but their questions, wordings, and
sequence were defined to lead and structure the interview in line with the purpose of the study.
According to Nworgu (2006), this data collection technique is advantageous in evaluation
scenario because it offers the opportunity for the interviewer to gather data in detail and in depth,
hence, verbal as well as non-verbal behaviour can be noted in face-to-face interviews.
Focus groups:Focus groupsare useful to gather ideas and different viewpoints about what has
been learned in a short time. But the information gathered cannot always lead to generalizations
and responses can be difficult to analyze. Meetings are difficult to schedule and need the skills of
a good facilitator. : Focus groups in this studywere useful to pulling together participant
perception and outlook from different viewpoints about what has been learned and experienced
in the programme. This instrument is apt in this study in ascertaining students’ level of
satisfaction and their experience in the programme. In this study, the focus group discussions
were therefore developed to gather students’ general impression of the programme quality and
how it could be improved in terms of the courses and the process of implementation. Such
meetings are difficult to schedule but not impossible, hence the researcher deemed it necessary to
pilot them with the skills of a good facilitator.
Observations: Observations(structured or unstructured) can be useful in obtaining data about
how people think and feel, and what they do. But they tend to be expensive and time consuming,
require certain skills to conduct, and the data collected might be difficult to categorize and
analyze. Although observation could usefully be deployed (mainly with regard to observing
38 teaching methods) but considering a large number of participants, time constraints and also
actually getting observers, this method may not be feasible. Cohen (2001) pointed out that that is
danger of 'going native' as a result of playing a role within such a group and also posed the
question: "How do we know that observers do not lose their perspective and become blind to the
peculiarities that they are supposed to be investigating? Also any observation can be expensive in
terms of both time and money as it has to be carried out for significant (perhaps lengthy) periods
of time.
Observational checklist (structured) in this study was meant to obtain first hand data on
state of the art of inputs of this research. They were developed to obtain real-time assessment on
how subjects actually perform in a given task of research interest. This instrument is meant to be
used to observe what PGDE facilitators do in the classroom in facilitating teaching and learning.
The use of this instrument tends to be expensive and time consuming and require certain skills to
conduct, but the researcher made it usable by categorizing them to gather primary baseline data
on the facilitators’ classroom activities.
Fig. 2: Pros and Cons of Evaluation Instruments
S/N Instrument Advantages Disadvantages
1 Questionnaires and Surveys Types include Self-administered and interview administered by telephone
• Inexpensive • Easy to analyze. • Easy to ensure anonymity. • Can be quickly administered to many
people. • Can provide a lot of data • Easy to model after existing samples
• Wording of questions might bias responses.
• No control for misunderstood questions, missing data, or untruthful responses.
• Not suitable for examining complex issues.
• Can be impersonal. • By telephone: respondents may lack
privacy 2 Interviews
Types include informal conversational interview; Standardized open-ended interview;
• Can allow researcher to get a full range and depth of information.
• Develops relationship with client. • Can be flexible with client. • Can allow you to clarify responses. • Interviewer controls situation, can probe
irrelevant or evasive answers.
• As a rule not suitable for younger children, older people, and non-English speaking persons.
• Not suitable for sensitive topics. • Respondents may lack privacy. • Can be expensive. • May present logistics problems (time,
39
Closed fixed-response interview.
• With good rapport, may obtain useful open-ended comments.
• Usually yields richest data, details, and new insights.
• Best if in-depth information is wanted.
place, privacy, access, safety). • Often requires lengthy data collection
period unless project employs large interviewer staff.
• Can take much time. • Can be hard to analyze and compare. • Interviewer can bias client’s responses.
3 Focus groups
• Useful to gather ideas, different viewpoints, new insights, and for improving question design.
• Researcher can quickly and reliably obtain common impressions and key information about programmes from group.
• Can be efficient way to get much range and depth of information in short time.
• Information obtained can be used to generate survey questions
• Not suited for generalizations about population being studied.
• It can often be difficult to analyze responses.
• A good facilitator is required to ensure safety and closure.
• It can be difficult to schedule people together.
4 Tests Types include Norm-referenced. Criterion-referenced. Performance assessment tests
• Test can provide the "hard" data that administrators and funding agencies often prefer.
• Generally they are relatively easy to administer.
• Good instruments may be available as models
• Available instruments may be unsuitable.
• Developing and validating new, project-specific tests may be expensive and time consuming.
• Objections may be raised because of test unfairness or bias.
5 Observations
Types include Observations and Participant observations.
• If done well, can be best for obtaining data about behaviour of individuals and groups.
• You can view operations of a programme as they are actually occurring.
• Observations can be adapted to events as they occur.
• Can be expensive and time-consuming to conduct.
• Needs well-qualified staff to conduct. • Observation may affect behaviour of
programme participants and deliverers. • Can be difficult to interpret and
categorize observed behaviours. • Can be complex to categorize
observations. 6 Documentation
and Record Review
• Can be objective. • Can be quick (depending on amount of
data involved). • Get comprehensive and historical
information. • Doesn’t interrupt programme or client’s
routine in programme. • Information already exists. • Few biases about information.
• Can also take much time, depending on data involved.
• Data may be difficult to organize. • Can be difficult to interpret/compare
data. • Data may be incomplete or restricted. • Need to be quite clear about what
looking for. • Not a flexible means to get data.
7 Case Studies
• Fully depicts client’s experience in programme input, process and results.
• Can be a powerful means to portray programme to outsiders.
• Usually quite time- consuming to collect, organize and describe.
• Represents depth of information, rather than breadth.
Adopted from McNamara (2003)
40
Evaluation Models
Discussion on the subject of evaluation models/types may appear somewhat academic.
However, since programme evaluation is a comprehensive form of ascertaining to what extent
goals/objectives have been achieved, evaluation literature inevitably leads to the very type of
evaluation that best suit different purpose. To effectively conduct educational programme
evaluation therefore, one first needs to have a programme (a strong impression of what
students/customers/clients actually want and need). This is because type and model of evaluation
one undertakes to improve one’s programmes depends on what one wants to learn about the
programme. One should worry less about what type/model of evaluation one needs and worry
more about what one needs to know to make the programme decisions one needs to make, and
worry also about how one can accurately collect and understand that information. Patton (2002,
p. 244) notes that among the key questions to consider when designing a programme evaluation
the following are of priority: 1) For what purposes is the evaluation being done, i.e. what do you
want to be able to decide as a result of the evaluation? 2) Who are the audiences for the
information from the evaluation, e.g. students, customers, bankers, funders, board, management,
staff, customers, clients, etc? 3) What kinds of information are needed to make the decision you
need to make and/or enlighten your intended audiences, e.g. information to really understand the
process of the product or programme (its inputs, activities and outputs), the customers or clients
who experience the product or programme, strengths and weaknesses of the product or
programme, benefits to students, customers or clients (outcomes), how the product or
programme failed and why, etc. 4) From what sources should the information be collected, e.g.
41 students, employees, customers, clients, groups of customers, or clients and employees together,
etc. 5) How can that information be collected in a reasonable fashion, e.g. questionnaires,
interviews, examining documentation, observing customers or employees, conducting focus
groups among customers or employees, etc. 6) When is the information needed (so, by when
must it be collected)? 7) What resources are available to collect the information?
These questions of Patton stress the need to focus on goals/objectives before initiating an
evaluation. To undertake evaluation one must also choose an appropriate type, and then
determine if anyone “model” or “method”, and/or combination of such, best fits one’s situation.
Some major evaluation models are therefore thematically described below. These evaluation
schemes exist because they have been developed to serve different purposes and satisfy different
goals (i.e. to evaluate with regard to: cost savings, study-time savings, pedagogic improvements,
usability, efficacy, etc.) (Zinovieff, 2008). Therefore, methods are chosen which are capable of
yielding the type of information required. Depending on the purpose of evaluation, there are
many over-reching frameworks available.
Donald Kirkpatrick’s 4 levels
One of the most famous – and applied – evaluation model was developed by Donald J.
Kirkpatrick (notably in his “Evaluating Training Programmes”). Kirkpatrick described 4 levels
of training evaluation: reaction, learning, behaviour and results. He identified the four levels as:
• Reaction – a measure of satisfaction (what the trainees/fellows thought and felt about the
training); evaluation here focuses on the reaction of individuals to the training or other
improvement intervention:
• Learning – a measure of learning (the resulting increase in knowledge or capability); evaluation
here assesses what has been learned as measured with end of course tests;
42 • Behaviour – a measure of behaviour change (extent of behaviour and capability improvement
and implementation/application); evaluation here measures the transfer of what has been learned
back to the workplace;
• Results – a measure of results (the effects on the institutional environment resulting from the
fellows’ performance); evaluation here measures (at least tries to) the impact of the training on
overall organizational results (in the private sector on business results). The major question
guiding this kind of evaluation is, “What impact did the training have on participants in terms of
their reactions, learning, behaviour, and organizational results? (Alkin, 2004).
In the framework of the above summary of “types” of evaluation levels 1 and 2 are
normally seen as part of formative evaluation, whereas levels 3 and 4 are typically associated
with summative evaluation. There have also been attempts to establish a level 5 by measuring the
impact at a societal level (in business terms, by calculating return on investment (ROI). Levels 4
and 5 are associated with normative and/or meta-evaluation to achieve an ideal “full-scale”
evaluation. Level 1 (reaction) and level 2 (knowledge and skills) evaluations can lead to a false
sense of security; there may be no relationship between how participants feel about the training
and improved individual and organizational performance; level 3 evaluations can be used to
refine the training provided, but level 4 will determine whether it has value. It may not be
desirable, practical, or necessary to do all levels of evaluation. Each organization needs to select
the level that will produce the information required to evaluate the target programme. Again,
Kirkpatrick’s model consists of 4 levels that progress in difficulty from 1 (the easiest to conduct)
to 4 (the hardest). When choosing the appropriate model to include in an organizational
assessment, it is essential first to identify the questions the evaluation needs to address. This is
expressed in the tabulation:
Fig. 3: Donald Kirkpatrick’s 4 levels Level Measurement focus Questions addressed 1 - Reaction Trainees’ perceptions What did trainees think of this
training? 2 - Learning Knowledge/skills gained Was there an increase in knowledge
or skill level? 3 - Behaviour Worksite implementation Is new knowledge/skill being used
on the job? 4 - Results Impact on organization What effect did the training have on
the organization?
43
Level 1 (Reaction) is the most commonly-used method of evaluation, probably because it
is the easiest to administer and evaluate. This level produces what has been dubbed the “smile
sheet”, which measures how well the trainees like the training. Level 2 (Learning) is not as well-
used in business settings as an evaluation technique; public sector/academic settings are more
likely to use level 2 techniques; these are most reliable when pre- and post- evaluations are
utilized. Few studies have actually gone beyond the first two levels. And in this (understandable,
no doubt) failure lies much of the current sense of dissatisfaction with evaluation exercises. The
fact is that in both private and public sectors there is today an increasing need to show concrete
evidence that training/fellowships are achieving their goals of changing behaviour on the job
(level 3) and are also contributing to the institutional “bottom” line. The problem is that trainers
will probably not do levels 3 and 4 evaluations unless they are told to do so. Level 3 evaluations
are difficult because human behaviour needs to be measured. Some believe level 4 evaluations
may actually be easier to accomplish than level 3, since level 4 is (at least ideally) tied to
measurable information. Some trainers therefore believe that a positive level 3 evaluation implies
success at level 4. For UN agencies, the issue is whether they are prepared to spend the money to
carry out genuine evaluation exercises which go beyond the first two levels. If it is, they would
then need to decide on the most appropriate evaluation model/methodology.
Critique of the Kirkpatrick model
In particular there have been questions with respect to the levels of reaction and learning. Before
assessing reactions some critics call for a broad analysis of the organizational context, its values,
practises and current situation. Also, they call for a more explicit focus on the needs of the
organization and how these tie to the development of objectives and the design of the most
appropriate solution. Research undertaken has shown that, just because people liked a course, it
44 does not necessarily mean they learned anything. In some cases it appears that the more the
trainees liked a course, the less they learned.
Within the results level there are suggestions the benefits to the organization should be
made more explicit and focus on monetary values such as ROI. There may also be a need for
evaluating beyond the organization by examining the effects on the economy and the societal
consequences. Additionally, there is a need to identify the reasons for the evaluation; the tools
and techniques employed will alter depending on why the evaluation is taking place and who is
for it. The evaluation strategy must be tailored to the audience within the organization rather than
putting measures in place just for the sake of it. For instance, the Indiana University website
cited below identifies 7 specific limitations of the Kirkpatrick model: Not situation driven; Not
programme specific; It depends on contextual needs; You need to specify unit of analysis
(groups or teams, individual, organization); Misleading – Levels are different perspectives not a
hierarchy; Level 1 can only provide participant reaction and is subjective and; Most institutions
do level 1 or level 2 evaluations which only provide limited information.
E.F. Holton (The flawed four-level evaluation model”, 1996) is one of the main critics.
To him the levels form a “taxonomy” of outcomes rather than a model, due mostly to the
assumption of causal relationships between the levels that are not empirically tested. Holton also
argues that no evaluation can be validated without measuring and accounting for the intervening
variables that effect learning and transfer processes. For Holton, Kirkpatrick provides a model
for thinking about how to evaluate but the model does little to inform what to evaluate and how
to link the results to strategy. Holton and other critics specifically note that Kirkpatrick’s model:
Implies a hierarchy of values related to the different values, with organizational performance
(result) being seen as more important than reaction, etc.; Assumes that the levels are each
associated with the previous and next levels; this causal relationship, it is argued, has not always
45 been established by research; Is too “simple” and fails to take account of the various intervening
variables affecting learning and transfer; Implies correlation between learner reactions and
measures of learning and subsequent measures of changed behaviour – but we know now that
“satisfaction” is not necessarily related to good learning and changed behaviour (see also above);
Implies that performance during training is a prediction of post-training performance; Ignores the
frequent failure of training to transfer into the workplace (due to the range of organizational
factors which may inhibit success) and; Ignores – when it comes to the level of “result” – the
inherent difficulty on linking soft skills training to hard results.
Objective-Based Evaluation: In this, Tyler (1949) was pre-eminent. Directly and indirectly, he
influenced many noteworthy developments such as objective-referenced testing, objective-based
programme evaluation, mastery learning, achievement test construction, item banking; the
taxonomic classification of educational outcomes, and co-operative test development (Madaus &
Stufflebeam, 1989). Objective-based evaluation describes whether students have met their goals,
with the results informing how to handle new instructional strategy. This might inform decisions
about whether to revise, adopt or reject. The evaluation in this model is almost entirely
summative (at the end) as it relies on the measuring of students' achievements. Tyler's model has
four stages: (1) setting the objectives to be attained; (2) determining the types of learning
experiences to be provided; (3) deciding how these should be organized; and (4) determining the
ways in which the achievement of objectives would be measured (Bellon & Handler, 1982).
According to Chen (2009), one noted weakness of this approach is that it tends to very much
limit the scope and perception of the evaluation and may cause the evaluator to miss important
outcomes not directly related to the goals of the evaluation. That is unexpected outcomes may be
overlooked. Arguably it is too prescriptive and blinkered and may thus produce an outcome
which may render a disservice to the programme. Stufflebeam and Shinkfield (2007) commented
46 that the selection of appropriate objectives to evaluate was problematic as not all objectives
could be evaluated and the process by which objectives were selected was open to bias. This
model tends to largely ignore process. The emphasis is on product, that is, the test outcomes.
Consumer-Orientated Evaluation: The emphasis of this approach is to help consumers choose
among competing programmes or products. ConsumerReports provides an example of this type
of evaluation. The major question addressed by this evaluation is, “Would an educated consumer
choose this programme or product?” The focus here is on meeting consumer needs and societal
ideals more than achieving the developer's objectives for a given programme (Guerra-Lopez,
2008). Scriven (1967) made a major contribution to this approach by developing the distinction
between formative (during) and summative (at the end) evaluation. He proposed that summative
evaluation enables administrators to decide whether the entire finished curriculum, refined by the
use of formative evaluation, represents a sufficiently significant advance or improvement on the
available alternatives to justify the expense of adoption by a school system (Fitzpatrick, 2004).
Scriven proposed a set of seminal criteria for evaluating any education product. He calls it a Key
Evaluation Checklist (Scriven, 1991, 2002). He continues to revise this checklist and used it as
part of a data-reduction process, where large amounts of data are obtained and assessed and then
synthesized in an overall judgment of value (Stufflebeam & Shinkfield, 2007).
The checklist also addresses meta-evaluation. Stufflebeam, Madaus and Kellaghan,
(2000) comment that this type of evaluation requires highly credible and competent experts with
sufficient resources to conduct a thorough evaluation. Beyer (1995) indicated that the primary
purpose of formative evaluation is to improve the quality of the programme being developed so
that it will be possible to achieve the objectives for which it was designed. Brown & Gerhardt
(2002) regarded summative evaluation as useful to conduct if it is needed to provide decision-
makers or potential customers with judgments about the worth or merit of a programme in
47 relation to important criteria. The strengths of a consumer-orientated approach are thought to be
that it makes evaluation of products a service and it advances the knowledge of consumers about
the criteria most appropriate for use in selecting educational materials or services. They thus
become more aware of the products. The weaknesses of this approach are that it does not appear
to necessarily help practitioners do a better job and it requires credible and competent
evaluations. It can thus increase the cost of products because of the time and money spent on
product testing. It is considered to be essentially a "backwards-mapping approach" and does not
help make predictions about future impacts (Stufflebeam & Shinkfield, 2007). Also it tends to
play down the nature of human interaction with the products being tested.
Discrepancy Model of Evaluation:The major exponent here is Provus. Provus (1971) considered
that pre-established objectives formed the basis for the evaluation. He also emphasised the
importance of providing data about the consistency of (or discrepancy between) what was
planned and what was actually executed. His focus is on improvement. The model has four basic
phases: (1) establishing the objectives; (2) collecting evidence of compliance with the standards;
(3) identifying any discrepancies between pre-established objectives and what was
accomplished; and (4) identifying and starting corrective actions. This model lends itself to a
self-evaluation framework and a systematic approach to improvement.
Goal-Free Evaluation:This approach focuses on the actual outcomes rather than the intended
outcomes of a programme. Thus, the evaluator has minimal contact with the programme
managers and staff and is unaware of the programme’s stated goals and objectives. According to
Alkin (2004), the major question addressed in this kind of evaluation is, “What are all the effects
of the programme, including any side effects?This approach developed by Scriven (1974)
compensates for inherent weaknesses in a goal-orientated approach by providing an unbiased
perspective of on-going programme.The evaluator here remains purposely uninformed about the
48 programme's predetermined goals and looks for all the effects of a programme regardless of its
developer's intended objectives. If a programme is meeting its intended purpose, the evaluation
should confirm this. The evaluator will also be more likely in this model to find unanticipated
effects that goal-based evaluation might miss because of the specificity of their search.
Stufflebeam and Shinkfield (2007) believe that goal-free evaluation provides important
supplementary information, expands the sources of evaluative information, is effective for
finding unexpected information, is cost-efficient, and is welcomed by clients. Scriven also
emphasised the importance of not only evaluating to test if goals have been met but also to see if
the goals themselves are worthy. Brown (1989) however came to realise that whilst evaluating to
test if goals and objectives are met the evaluation procedures could also be used to facilitate
curriculum change and improvement and so began a paradigm shift in programme evaluation
research from product to process-oriented approaches.
Responsive/Client-Centred Evaluation:This approach calls for evaluators to be responsive to the
information needs of various audiences or stakeholders. The major question guiding this kind of
evaluation is, What does the programme look like to different people? (Alkin, 2004). Stake
(1975) called this model (first mooted by him in 1967 but not formulated until 1975) responsive
evaluation. Instead of focusing, as Tyler had, on whether programme intentions had been
realised, he realised and indeed assumed that programme intentions would change over time thus
requiring continuing communication between evaluator and stakeholders for the purposes of
discovering, investigating, and addressing important issues (Stufflebeam & Shinkfield, 2007).
This approach aims at observing and identifying all (or as many as possible) of the concerns,
issues, and consequences integral to the human services enterprise. Participants in this approach
are not simply the direct beneficiary target group of a project but other stakeholders and potential
beneficiaries are also within its contemplation. There is rarely a formal plan drawn up in advance
49 but rather patterns in the data are looked for as the evaluation progresses. Data is gathered in a
variety of ways, using a range of techniques and sought from many different sources. The
evaluator's role is to represent multiple realistic and values rather than through singular
perspectives. According to Chen (2009), the disadvantage of this model of evaluation is that
unless a very experienced evaluator facilitates the process it can degenerate from an "organic"
approach to one which is chaotic and lacking in focus.
Utilization-Focused Evaluation:Although many authors have contributed to this approach,
Stufflebeam and Shinkfield (2007) consider Patton as the most prominent figure. In his book,
published in 1997, Utilization-Focused Evaluation, Patton sets out his approach to this type of
evaluation. He describes it as one done "for and with specified intended primary users for
specific, intended uses". In short, this approach to evaluation is concerned with designing
evaluations that inform decision making. According to Patton (1997), utilization focused
programme evaluation is evaluation done for and with specific, intended primary users for
specific, intended uses. As such, it assumes that stakeholders will have a high degree of
involvement in many, if not all, phases of the evaluation. The major question being addressed is,
what are the information needs of stakeholders, and how will they use the findings?
Context, Input, Process, Product (CIPP): The CIPP model was developed by Daniel
Stufflebeam from 1971 onwards (his latest work is “Evaluation Theory, Models, and
Applications”, 2007). It distinguishes four types of evaluation (which we have encountered
tangentially in earlier pages):Context evaluation – which helps in planning and developing
objectives; Input evaluation – which helps to determine the design by examining capability,
resources and different strategies; Process evaluation – which helps to control the operations by
providing on-going feedback and; Product evaluation – which helps to judge and react to the
programme attainments in terms of outputs and outcomes. In general, these four parts of an
50 evaluation respectively ask. What needs to be done? How should it be done? Is it being done?
Did it succeed?In its checklist, the “Did it succeed?” or product evaluation part is divided into
impact, effectiveness, sustainability, and transportability evaluations.
Respectively, these four product evaluation subparts ask. Were the right beneficiaries reached?
Were their needs met? Were the gains for the beneficiaries sustained? Did the processes that
produced the gains prove transportable and adaptable for effective use in other settings?
As we will see later the “subparts” of the “product evaluation”, i.e. impact, effectiveness and
sustainability, are particular relevance to educational programmes.
To the present day, educational evaluators have always used the CIPP method. It is a
guideline providing a systematic structure for programme evaluation. According to Tseng, Diez,
Lou, Tsai and Tsai, 2010), the components of CIPP could be described as follow. Context
evaluation: deals with whether a curriculum includes focus, goals and curriculum objectives,
meaning the organizational parameters. It also assesses the environment where evaluation takes
place. The aggregate data and information gathered serve as a basis for curriculum decisions and
the subsequent development of objectives.
Context evaluation therefore includes: policy, surroundings, needs assessment, at the
least. Input evaluation: involves an examination of the intended content of teaching (i.e. the skills
or strategies the students learn), and it relates to deciding the resources and strategies used to
achieve curriculum goals and objectives. Besides, the purpose of input evaluation should support
the choosing of resources. Therefore, input evaluation must include work plan, equipment, funds,
and personnel resources, at the least. This item is used to revise the curriculum plan.
Process evaluation: relates to the implementation of teaching. Based upon results of the
pilot test or evaluation, it is necessary for process evaluation to describe the student’s need in
order to reconstruct the programme. Its goals are as follows: to forecast the mistake of designs;
51 to provide information for decisions; and to assure the procedure of plans. By using process
evaluation, it can provide regular feedback to the programme director. The researchers can
understand the original plan, find the process, trace the change of plan, and provide the material
to guarantee its efficiency and achievement. Finally, the ways to gather the data of process
evaluation are multiple. These include the use of teacher behaviour measure, teacher rating
measures, standardized achievement measures, expert referenced measures, and teacher-
constructed knowledge and performance instructions.
Product evaluation: is the assessment of teaching outcomes. The purpose is to carry out
an instructional product evaluation, where stakeholders try to find out whether the instructional
ideas actually made a difference. The product evaluation could determine whether the curriculum
should be modified, fine-tuned, or terminated and it also could evaluate the output of programme
activities. Based upon the information related to background, input, process, and so on, it refers
to comparing the difference between the outcomes and a predetermined standard or absolute
standard. It can provide the reasonable explanation and consultation for decision-making. The
goal is to evaluate the plan of programme in the endgame or particular gradations.
Nevertheless, a system-based evaluation model like the CIPP seems to be more useful in
terms of thinking about the overall context and situation but they may not provide sufficient
granularity. According to Zinovieff (2008), systems-based models may not represent the
dynamic interactions between the design and the evaluation of training. This is because few of
these models provide detailed descriptions of the processes involved in each steps. None provide
tools for evaluation (Tseng, Diez, Lou, Tsai & Tsai, 2010). Furthermore, these models do not
address the collaborative process of evaluation, that is, the different roles and responsibilities that
people may play during an evaluation process.
52
Fig. 4: The four types of evaluation in the CIPP model context Input Process Product Aim To diagnose
problems and assess needs
To assess the possible changes
To ensure the suggested changes are carried out as intended, and to identify problems in implementation
To find out whether the instructional programme or idea actually made a difference
Method Using methods such as classroom interviews, diagnostic tests, analysis of students’ written work
Using methods such as literature search, visits to exemplary programmes, pilot trials, ideas from teachers in the field
Monitoring the change process, by observing and recording the activities that take place, and both the expected and unexpected results
Measuring changes in performance compared with students’ work begun, including whether students have learned to transfer their knowledge to new problems. Measures can include interviews with participants, class tests, analysis of students’ written work
Decision- making
To provide a basis for deciding on the changes needed
To find where there is the most support for change and to find out which solutions are most feasible
To help in fine-tuning the programme, and also to provide data which can be used later to interpret the impact of the change
To decide whether the changes should be continued, terminated or modified
Adopted from Stufflebeam (2002)
Fig. 5: Stufflebeam’s CIPP Model
Evaluation Component
Evaluation Activity
Context
Attitudes, values, beliefs that members of a group or organization that impact or influence the programme
Input Assesses competing strategies and the work plans and budgets of the selected approach
Process Monitors, documents and assesses programme activities Product Impact Assesses a programme’s reach to the target population Product Effectiveness Assesses quality & significance of outcomes Product Sustainability Assesses extent to which a programme’s contributions are successfully
53
institutionalized and continued over time Product Transportability
Assesses extent to which a programme has (or could be) successfully adapted and applied elsewhere
Adopted from Stufflebeam's CIPP checklist (2003)
Triangulation
The evaluation of educational programmes in meeting their objectives is a difficult
process, partly due to the variety of stakeholders involved in making judgments. In the
educational setting, stakeholders may include students, parents, school personnel, government
agencies, and graduate employers. The evaluation of a unit can vary with each stakeholder
(Harvey & Green, 1993). So there is the potential for multiple notions of what quality
encompasses and what learning outcomes it generates. A comprehensive evaluation process
should therefore take the different conceptualizations into account by adopting triangulation of
data. Triangulated data collection refers to the utilization of three or more sources of data
(Bryman, 2010). Triangulating data increases the validity and reliability of the evaluation
findings because it allows cross-checking findings from other alternative sources.
Triangulation involves cross-checking the existence of certain phenomena and the
veracity of individual accounts by cross matching data from a number sources and subsequently
comparing and contrasting one account with another in order to produce as full and balanced a
study as possible.Patton (2002) stated that the use of multiple data resources such as interviews,
observations and document analysis enables the researcher or evaluator to validate and cross-
check findings. Hence, evaluators can build on the strengths of each type of data collection while
minimizing the weakness of any single approach. The advantage of using different techniques, as
Marshall and Rossman (1995) argued, is that limitations in one method can be compensated for
by the strengths of a complementary one.By way of illustration, Denzin (1978) observed that
54 triangulation can take many forms, but its basic feature will be the combination of two or more
different research strategies in the study of the same empirical units. The use of triangulated data
collection can increase confidence in the data findings as the assumptions made from findings
gained from single sourced data may be limited (Bryman, 2010). For instance, by combining
both quantitative and qualitative (mixed methods) in this study, the researcher can address some
of the weaknesses of objective-based approach in the process of evaluation.
Functions of mixed-methods approach, such as initiation, triangulation, complementarity
and development can possibly contribute to improving programme progress, avoiding
information narrowness and uncovering side effects. The examination of this design also reveals
that the mixed-methods approach is not only possible, but more effective, and has higher
validity. The mixed-methods is a more useful and accountable approach, which can be used in
integration with the traditional objective-based approach to conceive and implement evaluation,
especially in programme evaluations with broader audiences, longer terms, and more complex
goals (Luo& Dappen, 2003).
An evaluation is a purposeful, systematic, and careful collection and analysis of
information used for the purpose of documenting the effectiveness and impact of programmes,
establishing accountability and identifying areas needing change and improvement (sharehu,
2013). However, traditionally, there has often been the reliance on one method of data collection
and analysis. Hence, much research has employed particular methods or techniques out
ofmethodological parochialism or ethnocentrism. This is not helpful because according to Chen
(2009), all researchers, perspectives and methods are value laden,biased, limited as well as
illuminated by their framework, particular focus andblind spots. Methodologists often push
particular pet methods either because those are the only ones they have familiarity with, or
because they believe their methods are superior to others or easier. Cohen, Manion and Morrison
55 (2001)are quick to point out that triangulation does not prescribe or suggest which methods the
researcher should use. The potential problem within triangulation therefore is deciding which
methods to use. This present study did not have a problem in deciding which research methods to
use. As the research is evaluative in design and discourse based, hence mixed method have been
adopted.
In this instance, the triangulated data sources would include qualitative and quantitative
data, potentially collected from students, facilitators, employers, organizational supervisors, and
co-coordinators. The triangulated approach in this present study entails sourcing information
from the student, facilitators, center managers, desk officers, coordinators and supervisory
bodies. However, the value of the adopting triangulation is limited when the information is
utilized only at monotonous level (Hay & O’Donoghue, 2009). For example, it is worth
observing that data gathered from observation and questionnaire would have been based on
opinion and perception of respondents. The researcher also considered that the presence of an
observer might well have influenced the patterns of behaviour of those who were being
observed. In taking care of such monotony, triangulation of data becomes apt. for instance, in a
separate process of facilitators’ assessment on course content delivery, student feedback should
often be gathered at a group level through focus discussions or interview to validate the
assessment of facilitators. This separate process could also be integrated with the cited and
organizational feedback from the implementers. The challenge of adopting this method is in
developing a flexible framework with wide applicability across the spectrum of specific and
generalist issues under focus.
In this present study, this will be done while maintaining a critical attitude to teacher
education pedagogical and vocational value. This is because the development of competencies
needs to be contextual, meeting the levels of work-ready skills and knowledge that are required
56 of the graduates. The triangulated approach is therefore sound for this study. Ideally, it will help
data to be analyzed at group level to inform continuous improvement strategies. This is because
the commitment of triangulation to constructive alignment in the context of evaluation appears to
be a useful operationalization of teaching and learning objectives in general. It is proposed that
when each is considered alone, competency analysis, and constructive alignment are limited in
scope. Therefore, they may not have limited benefit in the evaluation and continuous
improvement of placements.
Similarly, triangulation of data can serve as an exercise in clarification: in particular it
can help to clarify the formulation of the research problem and the most appropriate ways in
which problems or aspects of problems may be theorized and studied.Cook and Richardt (1979)
stated that there are at least three benefits in using a combination of qualitative and quantitative
research techniques:
ü Multiple purposes - a combination of quantitative and qualitative methods can make it
possible to satisfy the research needs.
ü Each method building upon the other - each of the two methods has uses that are geared
and best suited for certain purposes.
ü Triangulation through converging operations - the use of both methods helps to reduce
bias.
In this present study, the researcher considered that, owing to the complexity of distance learning
system of education and the need to collect a significant amount of information, questionnaires,
checklists, on-site observation, focus group protocols, photographs, interviews and extant
documents are the most effective vehicles to collect relevant data. In consequence, triangulation
of data from different sources will help take care of these challenges.
Analytic Induction
Analytic induction (AI) is a research logic used tocollect data, develop analysis, and
organize the presentation of research findings. AI is often used by qualitative researchers in their
57 efforts to generalize about social behaviour. Ugwu (2013) seesthe qualitative method as very
attractive in that it involves collecting information in depth but form a relatively small number of
cases. Concepts are developed intuitively from the data, and are then defined, refined and their
implications deduced from the data. Its formal objective is causal explanation, a specification of
the individually necessary and jointly sufficient conditions for the emergence of some part of
social life. AI calls for the progressive redefinition of the phenomenon to be explained (the
explanandum) and of explanatory factors (the explanans), such that a perfect (sometimes called
“universal”) relationship is maintained. Initial cases are inspected to locate common factors and
provisional explanations.
As new cases are examined and initial hypotheses are contradicted, the explanation is
reworked in one or both of two ways. The definition of the explanandum may be redefined so
that troublesome cases either become consistent with the explanans or are placed outside the
scope of the inquiry; or the explanans may be revised so that all cases of the target phenomenon
display the explanatory conditions. There is nomethodological value in piling up confirming
cases; the strategy is exclusively qualitative, seeking encounters with new varieties of data in
order to force revisions that will make the analysis valid when applied to an increasingly diverse
range of cases. The investigation continues until the researcher can no longer practically pursue
negative cases.
Originally understood as an alternative tostatistical sampling methodologies, “analytic
induction” was coined by Znaniecki (1934), who, through analogies to methods in chemistry and
physics, touted AI as a more “scientific” approach to causal explanation than “enumerative
induction” that produces probabilistic statements about relationships. After a strong but
sympathetic critique by Turner (1953), AI shed the promise of producing laws of causal
determinism that would permit prediction. The methodology subsequently became diffused as a
58 common strategy for analyzingqualitative data in ethnographic research. AI is nowpracticed in
accordance with Znaniecki’s earlier (1928),less famous call for a phenomenologically grounded
sociology. It continues primarily as a way to developexplanations of the interactional processes
through which people develop homogeneously experienced, distinctive forms of social action.
There is no particular analytical scale to thephenomena that may be addressed with AI.
The research problem may be macro social events such as revolutionarysocial movements, mid-
scale phenomena such as ongoing ways of being a student in a given type of educational
institution, or everyday micro-social phenomena such as expressive gestures that can be seen
clearly only when videotape is reviewed repeatedly.
Overview of Teacher Education in Nigeria
The process of teaching is at the heart of education. Hence, the expertise, skills,
pedagogical know-how and organizational and technical competence of teachers are widely
considered to be central to educational improvement (Sarita & Tomar, 2004). This is because
the teacher is one of the major stakeholders in teaching learning process. Teachers are the
implementer of all the educational policies and programmes. The success of the school depends
upon the competency and commitment of the teachers (Mahmood &Azhar, 2013). Teacher
education is therefore an integral part of the education system at any level. Hence, policy-makers
pay attention to educational, social and economic factors that contribute to improved teacher
education and enhanced returns to investment in education. Teachers’ professional development
is that component of educational system concerned with the training of teachers to acquire the
necessary competencies and skills in teaching for improvement in the quality of teachers in the
school system (Iyunade, 2011). It is often planned and systematically tailored and applied for the
refinement of those who teach or will teach.
59
The history of teacher education in the country however dates back to the late 18th
century during the early Christian missionary era. According to Akinyeye, Olajumoke and
Amudat (2013), the rise of modern teaching profession in Nigeria coincides with the coming of
Christian missionaries who held tenaciously to the belief that proper Christianization of Africans
hinges on impartation of western education. The training of teachers in Nigeria thus began with
the introduction of formal education by the missionaries (Iyunade, 2011). Efforts were then
geared towards helping the individuals fulfil their roles as catechists, interpreters and teachers of
the Bible. At that time, teacher education was of the informal type; the teacher being the village
catechist chosen and trained by a priest to teach the new converts in the church. As missionary
education metamorphosed into western education, the need to train teachers to take charge of the
education process emerged (Ademiluyi, 2010). Thus, formalized teacher professional education
began in 1895 with the establishment of a training school in Abeokuta by the Church Missionary
Society (CMS) (Akintudire, 2010).
Upon the expulsion of the missionaries from Abeokuta, the institution was moved to
Lagos and later Oyo in 1896 as St. Andrew’s College, Oyo. The Baptist Mission also founded
the Baptist Training College at Ogbomoso in 1897, with the Wesleyan Methodist Missionary
Society establishing the Wesley College in Ibadan in 1918 for the training of catechists and
teachers (Ademiluyi, 2010). In the Eastern part of Nigeria, the Hope Waddell Institute was
founded in Calabar in 1899. The training of teachers in the Northern part of the country started in
1909 when the then Colonial Government established the Nassarawa Schools. Katsina and Toro
Colleges were later established in 1927 and 1929 respectively (Durosaro, 2006). In this system,
the pre – requisite qualification for admission into a teacher training institution was the Standard
IV certificate. Students that passed the examination were recruited as pupil – teachers for a
period of two years, passed the pupil – teacher’s certificate examination and would then act as
60 assistant teacher before the two year training course. At the end of the two years, the candidate
would sit for and passed a prescribed teacher’s certificate examination and would be certified if
he passed the examination (Durosaro, 2006; Muktari, 2006).
However, this teacher education programme concentrated on training teachers for
primary schools. At the initial stage, the missionaries devoted themselves to the development of
primary education in the country while the pupil – teacher system was the adopted method of
training (Ugwu, 2005). Then the amalgamation of northern and southern departments of
education in 1929 triggered the colonial governments’ interest in teachers’ education (Jekayinfa,
2006). At this time, the teacher education system was largely haphazard and pretty much
unregulated with attendant consequences on the educational outcomes (Durosaro, 2006). This
was because the many specialties in teaching, with their wide range of required skills and
knowledge mean that teachers need to be well prepared to a degree for the vastly different nature
of teaching functions, challenges and tasks therein. Thus, the Phelps – Stokes report of 1925
severely criticized the teacher training system of the missionaries, noting that it was
unsatisfactory and inadequate in terms of curriculum and supervision, while it led to the
overwork and under payment of the pupil-teachers (Iyunade, 2011). Hence, the system was
redesigned to redress the perceived inadequacies.
This led to the emergence of two types or levels of teacher training institutions each of
which lasted for two years; the Elementary Training College for lower primary school teachers
and the Higher Elementary Training College for higher primary school teachers. The Ashby
Commission report of 1960 further observed a lot of anomalies in the colonial education in
Nigeria, including the Teacher Training system which was seen to be highly inadequate (Osuji,
2009). Lord Ashby – an educator per excellence and one time Vice Chancellor of Cambridge
University observed that; the quality of teachers at the primary and secondary level is poor and
61 great majority of teachers have neither enough general education to qualify them to teach, nor
adequate professional training. The situation was very critical during the missionary era. This
resulted in the recommendation for massive expansion of intermediate education for teachers
aimed at upgrading the existing teaching force leading to the emergence of Advanced Teachers
Colleges (which awards Grade I certificate), and which later metamorphosed into Colleges of
Education meant to produce well-qualified non graduate teachers with the Nigeria Certificate in
Education (NCE) for secondary schools. The report also suggested the creation of more
universities, the institution of a Bachelor degree in Education to award such degrees as the
Bachelor of Education (B.Ed), Bachelor of Arts in Education (B.A. Ed) and Bachelor of Science
in Education (B.Sc.Ed) and the training of more teachers for the nation’s secondary schools.
In 1969, a National Curriculum Conference was held; the report of which spelt out the
objectives and contents of all levels of education, including teacher education in Nigeria. The
1969 Curriculum Conference provided the basis for the National Policy on Education of the
Federal Republic of Nigeria (1977) revised in1981, 1998 and 2004. The National Policy on
Education implementation blueprint specified the types of teacher that were needed to operate
the educational system in Nigeria. Six types of teachers, distinguished by their qualifications,
were expected to operate the Nigerian educational system. According to the Nigerian
Educational Research and Development Council (NERDC) as cited by Durosaro (2006), these
were: 1) Pre – primary education: Grade II teachers with NCE teachers as head; 2) Primary
education: NCE teachers with graduate teachers as head; 3) Junior secondary schools: NCE and
university graduate teachers; 4) Senior secondary schools: NCE and University graduates with
professional qualifications in their disciplines; 5) Technical Colleges, Polytechnics and Colleges
of Education: university graduates with post graduate qualifications in their disciplines together
with professional qualifications, practical industrial exposure and experience and; 6) University:
62 University graduates with postgraduate qualifications together with professional qualifications,
practical industrial exposure and experience
In line with the National Policy on Education as outlined above, the NCE became the
minimum qualification for entry into the teaching profession in Nigeria and the Grade II
certificate was subsequently abolished. These teacher-education programmes are designed to
prepare effective teachers by providing theoretical awareness of teaching and developing
teaching competency and teaching ability. Their programmes cover those theoretical aspects
through which knowledge, pertaining to specific subjects are transmitted to students and teachers
are prospected. This is because any teacher education programme must be able to create
necessary awareness among teachers about their new roles and responsibilities. According to
Fatima (2010), the purpose of a teacher – preparation programme should be to develop in each
student his general education and personal culture, his ability to teach and educate others, an
awareness of principles which underlie good human relations and a sense of responsibility to
contribute by teaching and example to social, cultural and economic progress. Rao and Rao,
2005) opine that investing in such teacher education has beneficial returns because of its
multiplier effects, which influences many people’s learning outcomes. This is because teacher
education is closely related to social change. In multifaceted societies, teacher education has a
very arduous role in preparing and orientating teachers with a view to bringing about desirable
and effective social harmonization.
Teacher education in this study is therefore the training that teachers or potential teachers
receive either to be classified as professional teachers or to improve professionalism as teachers.
Teachers’ education is the process which nurtures prospective teachers and updates qualified
teachers’ knowledge and skills in the form of continuous professional development. It revolves
around the policies and procedures designed to equip prospective teachers with the knowledge,
63 attitude, behaviour and skills required to perform their duties in the classrooms (Nakpodia and
Urien, 2011). Okafor (2008) defined teacher education as the form of professional education
which is planned and systematically tailored and applied for the cultivation of those who teach or
will teach particularly but not exclusively, in primary and post primary levels of education.
With more commitment from the government, and pursuant to implementation of Ashby
report, the country witnessed a substantial improvement in teacher training and focused on
professionalism (Ugwu, 2005). According to National Policy on Education (2004), the goals of
teacher education in Nigeria are to;
1. produce highly motivated, conscientious and efficient classroom teachers for all levels of
our educational system;
2. encourage further the spirit of enquiry and creativity in teachers;
3. help teachers to fit into social life of the community and the society at large and enhance
their commitment to national goals;
4. provide teachers with the intellectual and professional background adequate for their
assignment and make them adaptable to changing situations;
5. enhance teachers‟ commitment to the teaching profession.
Since teaching is a dynamic profession, efforts in meeting these objectives requires
continuous review in order to address contemporary issues and challenges, teacher education in
Nigeria has thus witnessed a lot of innovation in the past decades. These innovations were aimed
at improving teaching and learning and to effectively implement modern educational policies.
The Federal Republic of Nigeria through the National Policy on Education (2004) therefore
noted that the minimum qualification for teaching at senior secondary school is the degree or its
equivalent. Such policy statement if strictly followed without certain adjustment in teacher
education programme will certainly throw many serving teachers out of the teaching profession
64 thereby creating acute shortage of teachers in schools and increasing the rate of unemployment in
the country. Hence an in-service training programme for teachers becomes pertinent. In response
to this, the NTI instituted a PGDE by DLS for graduates in cognate discipline aimed at
upgrading, training and retraining of teachers to meet up this need. In meeting the requirements
of the TRCN, the modes of training of teachers in this programme are in four major components
and are highlighted below.
• A general broad education programme to bring out depth in the intellectual knowledge
of teachers. This aspect constitutes a core aspect of teacher education programme
designed for all trainees.
• The second component is the subject area specialization. In many training centres and
universities, a trainee is expected to specialize in maximum of two subjects‟
combination.
• The third component focuses on professional courses designed to ensure trainees are
grounded in science of teaching and learning. They include courses on philosophy of
education, educational psychology, sociology of education, curriculum and instruction,
guidance and counselling, educational administration, etc.
• The last component is practical intercom designed in two modes. The first mode is micro
teaching. Micro teaching is experimental in nature aimed at inculcating required
confidence in a classroom setting. The duration of teachings and number of students per
class is scaled down to a considerable size a non-experienced teacher can easily manage.
The actual teaching practice may take duration of two semesters. Student-teachers are
posted to schools to teach under the supervision of experienced teachers in the schools of
their posting, under supervision.
The implication is that the success of any educational system largely depends on the teacher
efficiency. According to Akinsolu (2010), teachers are the most important factor in the
effectiveness of schools and in the quality of learning. NTI PGDE by DLS was therefore
introduced to enhance the careers and accelerate the professional development of educators.
However, the quality of teachers that teacher-training institutions can produce for the nation’s
65 education system is largely dependent on the adequacy and quality of resources provided for the
training institutions (Asodike& Ebong, 2012 and Siddiqui, 2006). Osong (2014) noted that
because of improper planning, lack of fund, staffing, infrastructure and facilities, the above
teacher education policies in Nigerian educational system are poorly implemented. Hence, the
need for routine evaluation of teacher education programmes. Evaluation of teacher education
programme involves collecting evidence from various stakeholders, for the purpose of improving
the effectiveness of the teaching-learning process. A successful evaluation can generate
outcomes that are valid, reliable and indicate directions for necessary action.
The National Teachers Institute (NTI) Kaduna
The National Teachers’ Institute, Kaduna was established in 1976 by the Federal
Government to produce qualified teachers and upgrade the quality of teachers in the nation’s
education sector, and to contribute in various ways to the general educational development of the
country using distance education system. The NTI operates from over 350 learning centres
throughout the country, drawing field staff from other Colleges of Education and the
Universities. The Institute has state offices established in all the States in the country. These
offices have coordinators who oversee the activities in the learning centres. The Institute’s
enabling Law Act No. 7 of 1978charged it, to among other things; to provide courses of
instruction leading to the development, upgrading and certification of teachers as specified in the
relevant syllabus using Distance Education Techniques. With the launching of the Universal
Basic Education (UBE) programme by the Federal Government in 1999, the National Teachers’
Institute has been further tasked with the production of qualified teachers to meet the new
challenges posed by acute shortage of teachers needed to implement the programme.
66 The National Teachers’ Institute Act, 1978, establishing the Institute mandated it in section 3 a,
b, etc, to carry out the following functions:
(a) Upgrade under-qualified and untrained teachers.
(b) Provide refresher and other upgrading courses for teachers.
(c) Organize workshops, seminars and conferences, which would assist in the improvement
of teachers.
(d) Conduct Examinations
(e) Carry out research in conjunction with other bodies on any matter relevant to educational
development in the country.
(f) Formulate policies and initiate programmes at all levels of education designed to improve
by way of research the quality and content of education in Nigeria.
(g) Assess from time to time the training programmes offered by institutions controlled by or
associated with the Institute, with a view to ascertaining the professional competence of
those institutions.
(h) Offer such assistance, either alone or in co-operation with educational bodies as may be
requested by the institutions controlled by or associated with the Institute.
(i) Foster and enhance international co-operation in the education of teachers, and
(j) Perform such other functions as necessary or expedient for the full discharge of all the
functions of the Council under the Act.
In pursuant of these objectives, the institute is currently running programmes by Distance
Learning. So far, the institution has lived up to expectation as it has effectively carried out its
programmes to achieve the objectives for which it was established (Sharehu, 2011).This is as
evident in the programmes it has established and their number of beneficiaries. The institute’s
programmes and dates of commencement are:
• The Teachers’ Grade Two Certificate (TC II by DLS) 1982-2006, focused on teachers
that had lower than the TCII.
• The Nigeria Certificate in Education (N.C.E by DLS), 1990 to date, ensures that
graduates of the TCII upgrade themselves to NCE which is the minimum teaching
qualification in Nigeria.
67
• The Pivotal Teacher Training Programme (PTTP by DLS), 2000 to 2003, also trained
teachers that had below the TCII.
• Postgraduate Diploma in Education (PGDE) (affiliated to National Open University)
2005 to date, is 18-month training in pedagogy for graduate teachers without teaching
qualification.
• Advanced Diploma in Education (ADE) (in School Supervision and Inspection, Early
Childhood Education and Guidance & Counselling), 2005 to date, is an month training
programme that provides in-depth knowledge and skills in specialized fields in
education, and
• Special Teacher Upgrading Programme (STUP), 2007 to date, is an intensive 2year
programme aimed at fast tracking the attainment of the national goal of making NCE the
minimum qualification.
The institution operates through established bodies. They are: The School of General
Studies; The School of Educational Innovation; The School of Advanced Studies and; The
Facilities Department. The duties of bodies are as provided in Supplement to Official Gazette
(1978) Part A. As at 2010, there are 68,863 NCE, 7450 PGDE, 362 ADE, and 54,048 (1st set
26,748 and 2nd set 72, 3000) STUP students on the programme. Since inception, the Institution
has graduated 4999,955 TC II, 153,783 NCE, 39,546 PTTP, 9,948 PGDE, and 236 ADE
teachers. The above underscore the fact that, the institute has tremendously assisted many
serving teachers by offering them the opportunities to upgrade and improve their knowledge and
skill without withdrawing from schools for the purpose of retraining or upgrading as in the case
with full time study. This is because, DLS is not only cost effective but have been an enabler,
opening access to many who for one reason or the other are unable to study full time.
The combination of intellectual efforts with physical abilities in the planning,
implementation, course materials presentation, facilitation period/contact hour, course delivery
systems, hierarchy of authority, method of assessment and learners support services as provided
68 by the institution have gone a long way to established the relevance of NTI in the education
sector of Nigeria economy. This situation confirms the fact that without shared responsibility
among instructors, institutions and students, distance education systems will function poorly and
breakdown (Major & Levenburg, 1999).
Challenges of NTI Programme Implementation
Education is the bedrock of development, but unfortunately, education in Nigeria is
generally beset with myriads of problem. These according to Odia and Omofonmwan (2007)
include; poor funding, poor educational infrastructures, poor laboratories, inadequate classrooms,
desk, chalk board teaching and projectors, computers, libraries, paucity of quality teachers and
poor quality learning environment. Nevertheless, the operation of distance education
programmes is not without inherent challenges. In the case of NTI, these challenges according to
Akpama (2010) are partially addressed by provision of face to face contact support which
provide opportunities for learner – learner, tutor – learner and instructional media – learner
interactions. However, these may not be adequate enough to solve the problems of distance
learning programme.
Hence, there is need for general educational guidance and counselling to help clarified
motives and expectations as it affects learners. Lawal (2008) in assessing NTI challenges,
pointed out some of the educational/academic challenges likely faced by NTI student to include:
rectification of change of name, wrongly spelt name(s), omission of names on computer print-
out, change of course(s), change of study centre, withdrawal/re-admission of student, transfers
from one centre to another and deferment of admission. Lawal added that these problems can be
resolved at the headquarters, state office and study centres depending on the nature of the
69 complaint. Reacting to the challenges faced by NTI, Idahoisa and Nsan (2012) considered the
complexity of the programme and what they termed the competing variable against the institute
in the centres as factors militating against its programme. Idahoisa and Nsan assert that poor
sanity in running the institute programme, operational hitches at the headquarters, state office,
centres and policy implementation are other challenges faced by the programme. Idahoisa and
Nsan further stress that poor population/enrolment is the current problem faced by the institute’s
programme across the state. Other challenges also noted by Undie (2012) are poor course tutor
attendance, student attendance, course tutor claims, course books, schedule of duties for
education officers and centre desk officers. Etuk, Akpanumoh, Etudor and Ngerebara (2008)
also added that the drastic drop in the enrolment of students in the NTI programme is as a result
of discrimination of graduates by some employers of labour and late release of result by the
programme administrators are the major challenges to NTI programmes.
Consequent upon these challenges, irrespective of the conscientious efforts made by the
government to promote NTI programmes, no tangible impart may be achieved. This is apparent
due to some identify factors in the NTI programme which may likely lead to the failure of the
scheme. Such challenges according to Enemuo (2000) include: poor planning, inadequate
funding, shortage of qualified facilitators, lack of provision and maintenance of facilities, lack of
provision of quality instruction etc.
Poor Planning: For any project to succeed, proper planning is required. According to UNESCO
(2000) a major challenge to successful implementation of an education scheme is lack of proper
planning on the part of the government. Adamaechi and Romaine (2000) maintain that proper
planning has been found to be at the helm of successes of every good educational policy or
programme. Without proper planning, the best educational programme is considered a disaster.
Supporting, Denga (1999) observed that poor planning is one of the problem responsible for the
70 unsuccessful implementation of NTI programme. Denga equally affirmed that lack of
appropriate statistical data on student enrolment, number of teachers and their qualification,
demographic characterizes of buildings and other learning facilities in the NTI programme were
as a result of poor planning. More so, Ezeocha (1990) alleged that poor planning is one of the
major constraints to successful implementation of NTI programme.
Proper planning is based on data and facts. Oni (2008) also observed that the factor
responsible for the improper planning is faulty census exercises carried out so far in Nigeria
either before independent or after. In supporting this view Dara, Iheberenae and Maduewesi
(2008) alleged that the national population census exercise has always raised political hysteria
leading to hyper-inflation of census figures which makes it impossible to know exact figure for
school age or adult population. Hence, the national population census that is supposed to provide
reliable data for planning and implementation has always been politicized with misleading
figures for planning. This inadequacy in term of proper planning, may affect the provision and
citing study centres.
Inadequate Funding: the NTI programmes and in fact most educational programme may not be
successful due to inadequate funding. Okoh (2002) asserts that inability of the federal
government to effectively sustain educational funding demonstrate fund challenges. Dike (2001)
and Igbuzor (2006) criticize that the government is found of allocating less funds to the
education sector and consequently limit the successfully implementation of her programme.
According to Okalaoka (2008), misappropriation may also compound this problem of shortage of
funds for the implementation of education programme such as NTI programme.
Poor Programme Implementation: poor programme implementation has marred a good number
of laudable educational programmes. Uko – Aviomoh (2005) observed that in most cases, the
policies of educational programme were sound in terms of target to be reached but in the means
71 of reaching them there is always a breakdown in implementation along the line. Okpalaoka
(2008) also recognize certain contrast to the successful implementation of educational
programmes in Nigeria to be inaccurate statistical data, undue political influence, communication
gap between supervisory agenesis for study centres and programme implementers. Others
according to Okama (2009) are financial constraints, indiscipline, corruption and personnel
constraints.
Quality Assurance Mechanismsin NTI
With respect to quality assurance, the National Teachers’ Institute has a number of
mechanisms built in its distance learning programmes to ensure quality and high standards. The
students enrolled are usually screened to ensure compliance with the stipulated entry
requirements. The programmes are subjected to rigorous periodic accreditation. Staff of the
Institute always goes out to monitor the programmes to ensure strict compliance with its policies
at the zonal, field and study centres. At regular intervals, the Institute works in conjunction with
the Institutes of Education of some Nigerian Universities to give more professional touch and
thus credibility to its programmes (Sharehu, 2011). There is a special independent monitoring
team consisting of the Federal Inspectorate Service, Nigerian Union of Teachers (NUT), States
Universal Basic Education Boards (SUBEBs), and States Ministries of Education. There are also
independent assessors drawn from Nigerian Universities and Colleges of Education who monitor
the programmes and report directly to the Director General and Chief Executive of the Institute.
In addition, the course materials are reviewed from time to time and the examinations are
conducted under stringent examination conditions.
To ensure good results, the monitoring exercises embarks upon by the Institute, are
categorized under the following: administrative monitoring; subject monitoring and; teaching
72 practice monitoring. In carrying out these functions, the general quality assurance mechanism in
NTI programmes includes the following:
• Collaborating with Nigerian Universities in the implementation of the NCE programme.
• Implementation of the National Commission for Colleges of Education (NCCE)
Minimum Standards for NCE programme.
• Accreditation of Institute's NCE programme by the (NCCE).
• Rationalization of Study Centres that fall below the minimum requirements for teacher
training.
• Strict adherence to admission criteria.
• Regular consultation with all stakeholders such as SMoEs, SUBEBs, sister parastatals of
the ministry.
• Affiliation of NTI PGDE programme with Usman Danfodio University, Sokoto
(previously) but now with National Open University of Nigeria (NOUN), Lagos.
• Constituting of State Programme Monitoring Teams that include FIS, NUT, SMoE,
SUBEB in each state.
• Partnership with Development Partners and international educational institutions and
NGOs for best practices (NTI, 2015).
Strict adherence with the above quality assurance mechanism gives the Institute its fame,
relevance and continuous qualitative programmes to date (Nji, 2015). Hence the regulatory
bodies include the Federal Ministry of Education which serves as the overall regulator; The
National Assembly through its Education Committees.The National University Commission
(NUC) through the Affiliate University; The National Commission for Colleges of Education
(NCCE) and; International Donor Agencies on their Sponsored Programmes.
The NTI PGDE Programme
The broad goal of secondary education is to provide all primary school leavers with
opportunity for useful living; and higher education. However, with the introduction of UPE in
1976 and UBE in 1999, school enrolment doubled more than the projected figure (Eke, 2012).
73 Staffing, infrastructure and facilities in the secondary educational system were invariably
affected (Asodike& Ebong, 2012). These coupled with the objective has further increased the
demand for more qualified teachers in the nation’s secondary educational sector. Thus, parents
and the general public often complain of insufficient number of teachers in secondary schools to
match the increase in enrolment associated with government policies on free and compulsory
education.
To take care of this situation of quality teacher shortage, the Nigerian government instituted
in-service programmes that will help produce quality teachers for the secondary education sector.
One of such programme is the National Teachers’ Institute Post Graduate Diploma in Education
by Distance Learning System. The NTI Postgraduate Diploma in Education is 18-month training
in pedagogy for graduate teachers without teaching qualification. According to Asodike (2008),
since the school enrolment doubled more than the projected figure, the NTI PGDE programme
was therefore established to tackle the need of quality teacher provision in the secondary
educational system, having learnt lessons from the shortcomings of UPE. According to Director
General and Chief Executive of the National Teachers Institute, the Institute’s contribution over
the years has been to ensure continuous supply of qualified teachers, retention and upgrading of
their professional competencies in secondary schools (Sharehu, 2011).
The Postgraduate Diploma in Education is specifically designed for Non-Education graduates
that are either currently teaching or intend to take up teaching appointment in later life. It
contents cover not only the technics and methodologies of teaching, but also covers special
professional areas like Educational planning / Admission, Guidance and Counselling, Early
Childhood Education, School Supervision and inspection. This programme was instituted in
2005 and affiliated to Usman Dan Fodio University Sokoto and now National Open University
of Nigeria (NOUN). As at 2012, the NTI has graduated 9,948 PGDE teachers through the DLS
74 (Asodike& Ebong, 2012). The rationale for the programme is to provide on-the-job training for
the teachers thereby eliminating the inherent problems caused by teachers having to leave the
schools for further training (NTI, 2015).
Furthermore, teachers are expected to play new roles as part of the system reform efforts.
The NTI PGDE for teachers therefore constitutes an enduring career development process which
is very crucial in the overall quest for qualified professionals in a dynamic society. In the PGDE
programme, would be teachers are exposed to both the content and pedagogy of teaching in
different school subjects. At the completion of the programme, trainees are expected to be
specialists in whatever subjects he/she is trained in first degree or diploma while the education
courses are to prepare him/her for competent classroom work. The NTI PGDE through the
distance learning system thus provides opportunities for graduates in non-teaching discipline to
explore new roles, develop new instructional techniques, refine their practice and broaden
themselves both as educators and as individuals. The outcome of such professional development
is usually classified in terms of teachers’ competences which include knowledge of goal of
teaching and its implementation, knowledge of subject matter and skills to be taught and their
influence on learning and teaching (Rao & Rao, 2005). Others according to Iyunade (2011) are
knowledge of students, social and individual factors affecting their development and function
and self-appraisal skills of the teacher and his performance in the educational setup.
In addition, professional teachers are engaged to tutor these students during their contact
sessions. While tests, assignments, project works and the semester final examinations are
conducted at the centres, the marking of the Exams Scripts and the release of the results are
handled centrally from the headquarters. According to Nji (2015), the NTI has remained focused
in implementing its PGDE curriculum since its inception in 2005 in spite of coming on board of
75 different political administrations in Nigeria. Again, the fact that study centres are located in the
different states of the federation enables it to draw its Managers, Facilitators, Course tutors and
students from the local communities who have the potentials to make constructive criticisms of
the programmes input and output. The decentralization does not only encourage accountability in
relation to shared responsibility, but also promote and engender the spirit for the provision of
administrative feedback as these bodies and zones are constantly on personal inspection,
reporting on the way forward for the programme.
However, the whole process of teacher education through the NTI PGDE by DLS requires
that there are high standards of entry to courses, high standards expected of professional
function, social functions and all the learning experiences. High standards expected of
professional function means that the teacher has developed necessary skills and abilities to
evolve suitable methods of teaching, handle problem students and tackle numerous classroom
situations. According to Kohil (1992) high standards expected of learning experiences should
help the teacher: Acquire ability to evolve and adapt methods and techniques suited to different
situations and to evaluate their effectiveness; Acquire ability to improvise and use audio-visual
aids suited to different classroom situations; Develop positive attitudes towards teaching as a
profession and create self-confidence as a teacher; Understand the developmental needs of
children at various stages of their growth; Acquire appropriate professional behaviour and;
Acquire knowledge about the existing education system and the latest education policy. The
social functions of a teacher imply that he/she is sensitive to social needs and aspirations, since
the system of education is always tailored according to the social needs and values of the society.
One can therefore expect that any teacher education programme should be designed and
developed to include all the above functions of the teachers.
76
Admission criteria:The impact of any teacher education programme depends on the
academic background of people enrolled in it. The issue of enrolment of participants in the NTI
programmes and the selection criteria therefore merits serious consideration. However, since the
teaching profession is generally not a priority in Nigeria, limited or no choice may be available
in selecting candidates for any teacher education programme. According to Fatima (2010), the
selection criteria for in-service programmes generally include educational qualifications and
experience while pre-service programmes do not require experience. Criteria also vary according
to the programme objectives. The qualification required for entry into the teaching profession is
often used as proxy for quality of the educational inputs. In the case of the Postgraduate Diploma
in Education of the NTI, the entry qualification is a first degree or Higher National Diploma
(HND) Certificate without teaching qualifications. According to NTI (2005), the specific
requirement is 5 Credits passes in the Senior School Certificate Examination and a good degree
or HND. One of the Credit pass must be in the subject for which the candidate intends to make
the chosen teaching subject. An NYSC Discharge Certificate or a Letter of Exemption from
NYSC Service is also required as evidence of the recognized status of the University/Polytechnic
attended and the qualification obtained. Qualification requirements are key policy lever for the
institute to influence the quality of instructional delivery.
Fig 6:Enrolment of students in the NTI PGDE by DLS (2005-2010) Gender 2005 2006 2007 2008 2009 2010 Total
Enrolment M 2486 4428 4558 4150 3720 3902 23244 F 1424 3047 3434 3260 3243 4024 18432 Total 3910 7475 7992 7410 6963 7926 41676
Adopted from Asodike and Ebong (2012) Teaching practice: In all the institutions offering teacher-training programmes, the
teaching practice is always an integral part of the courses. According to Ejembi (2011), the
teaching practice exercise is aimed at exposing the would-be teachers to classroom teaching and
77 management under regular supervision of experienced teachers. It is like the industrial
attachment in some other disciplines like accountancy, law, nursing, etc, outside the classroom
designed to enhance the professional competence of the student trainees. In the NTI PGDE by
DLS, while the teaching subjects offered provide the intellectual background, the teaching
practice provides the professional moulding for the real job. Teaching practice is therefore the
first opportunity for most of the student teachers to participate in activities involving teaching in
actual life situation. Consequently, Nwoke (2004) opine that teaching practice is a kind of
apprenticeship stage during which the students are sent out of schools to gain practical and
professional experience by translating all the educational theories acquired during their training
into practice.
Programme Management:The NTI PGDE programmes cover the entire country, and are
managed through a coordinating department at the Headquarters (Field Operation and Students’
Services Department), zonal offices in each of the six geopolitical zones in the country and state
offices located in each of the 36 states and the Federal Capital Territory. Each zonal office
supervises a group of State offices in States within its zone while each of the State offices
supervises a number of study centres in each of the States. Each centre is headed by a manager
from each cultural area and is assisted by several course facilitators (on part time bases) who
carry out tutorials at the centres. In doing this, the Institute has put in place different strategies in
ensuring that its programmes address cross cultural challenges.
Selection/Citing of Study Centers:The Institute tries to provide equal educational
opportunities for all students. This it does by selecting and citing study centers in both urban and
rural areas and ensuring that the study centres cut across diverse ethnic groups. The Institute has
over 100 PGDE study centres across the nation.
78
Selection of Centre Managers and Course Facilitators:The Centre Managers and Course
Facilitators are carefully screened. In addition to having a minimum of a master’s degree in
education, only those who are culturally competent i.e able to function comfortably in cross-
cultural settings are selected. They are seen to be able to interact effectively with people from
cultures that differ from their own. They serve as positive role models for students from different
cultural backgrounds.
Training of Course Facilitators: Course Facilitators used by the Institutes go through an
induction programme at the beginning and subsequently attend refresher courses periodically.
During these refresher courses, the facilitators are exposed to culturally relevant pedagogy. They
are made to experience effective practices that demonstrate multicultural issues and illustrations.
Development of Course Materials:Coaching is given to students in modules of self-
instructional materials. The Institute sends course material to its students at the study centres
through zonal offices and field centres. The students self-study is supplemented by weekend
contact and holiday intensive contact sessions which are conducted at the study centres. Modular
course books are developed with the help of experts, subject specialists and professionals drawn
from Universities, Colleges of Education, Polytechnics and other relevant Institutions.
Contact Sessions at the Centres:The students self-study is supplemented by weekend
contact and holiday intensive contact sessions. During these contacts the course facilitators carry
out tutorials, practicals and counselling. Also at these contacts, cultural diversity, such as gender,
ethnicity, sexual orientation, religious differences, geographical disposition (urban/rural),
languages are addressed. Prospective NTI teachers must experience effective practices that
demonstrate multicultural issues. Culturally relevant pedagogy are consistently reflected in the
education of teachers. According to Sharehu (2011), an important goal of the schools is to forge
a common nation and destiny from the tremendous ethnic, cultural and language diversity.
79 Student teachers in the PGDE programme are therefore taught to appreciate contributions by
minorities and women. The student teachers are guided to become effective cross cultural
communicators. This is because effective cross cultural communication skills help teachers
create a classroom environment that encourages good interpersonal relationships. Every student
is made to take a course in General Studies Education (GSE). This is a general course that
incorporates multicultural education. It exposes the future teachers to the values, thinking,
beliefs, customs, and behaviours of other people.
Orientation: the NTI PGDE programme is keen in positioning prospective teachers to
meet the educational demands and challenges of the 21st century. The orientation of the PGDE
programme is a three/four day programme of lectures given to all the students due for the
exercise collectively to fortify them for the task ahead. Attendance at this orientation programme
is mandatory for all trainees as the teaching practice will be the first opportunity for most of the
students to be involved in teaching in actual situations. This programme is done a few days
before the students leave for their various schools of posting. The programme introduces the
prospective student-teachers to classroom problems, teachers’ lesson notes, student-teacher
discipline and all other aspects of teacher-school life. The posting is done usually by the teaching
practice committee. Here students are allocated to various schools within the catchment area of
the training institution which could cover one or more states in the federations. The posting is
usually released immediately after the orientation exercise. Once the students get to their schools
of posting, they report to the principal who hands them over to the Vice principal Academics or
Dean of Studies who assigns duties to each, which is based on their teaching subjects. It is on
these duties that they are supervised and assessed. The permanent subject/class teachers are
instructed to always assist and guide these “fresh” teachers in the courses of their work. The
student-teachers are also expected to perform all the duties of a teacher in the school, ranging
80 from being Games Master, Duty Master, Clubs Master, Labour Master, etc. There are however
complaints that most of the participants of the various teacher education programmes are less
motivated (Sarita & Tomar, 2004). Therefore, they do not take much initiative to apply what they
might have learned in a training programme and, instead, find it convenient to follow their old way of
teaching (Shamim & Juma, 2006).
Nonetheless, as the access afforded by the NTI PGDE programme increases, the number of
students served also increase. Programme evaluation is a high priority for higher education in general
(Roach, Noonan & Walter, 2011). The institute must therefore develop processes that ensure quality
in their programmes through routine evaluation. According to Nji (2015), even in the light of serious
financial constraints, there should be an increased emphasis on programme quality and student
outcomes in the NTI PGDE by DLS through evaluation. Stakeholders have thus stressed the
importance of programme evaluation in teacher education as part of an overall shift from a process-
oriented to an outcomes-oriented system of education (Musick, 2006).
Fig. 7: NTI PGDE by DLS Courses
S/No Course Code Title 1 PDE 101 History of Education 2 PDE 102 Developmental Psychology 3 PDE 103 General Methods in Education 4 PDE 104 Principles of Curriculum Design & Development 5 PDE 105 Measurement and Evaluation in Education 6 PDE 106 Educational Psychology 7 PDE 107 Philosophy of Education 8 PDE 108 Research Methods in Education 9 PDE 109 Sociology of Education 10 PDE 110 Statistical Methods in Education PDE 111 Micro-teaching 11 PDE 112 Guidance and Counselling I 12 PDE 201 Introduction to Educational Management and Planning 13 PDE 203 Guidance and Counselling II 14 PDE 204 Subject Methods (English, Maths, Integrated Science & Soc Studies) 15 PDE 205 Educational Supervision and School Inspection 16 PDE 206 Educational Technology 17 PDE 207 Guide to Practical Teaching 18 PDE 209 Comparative Education 19 PDE 210 Adult and Non-Formal Education
Adopted from NTI (2015)
81
These suggest a series of emergent questions that merit consideration in respect of the
NTI PGDE programme. Such questions as is the curriculum achieving its goals? What is actually
happening in the classrooms where it is being implemented? Are those affected by the
curriculum (e.g., teachers, administrators, students, parents, employers) satisfied with it? Have
those involved in developing and teaching the course done a satisfactory job? Does the
curriculum compare favourably with others of its kind? To amalgamate and address these
questions requires, in effect, an evaluation of the programme. According to Kiely and Rea-
Dickins (2005), evaluation is about the relationships between different programme components,
the procedures and epistemologies developed by the people involved in programme and the
process and outcomes. Accountability demands in the current academic climate ensure that the
pursuit of quality in teacher education programmes remains a high priority. All could be used to
show the value of the PGDE programme, in other words the accountability aspect, and the
enhancement of the value of a programme which is the development aspect. Programme
evaluations of the NTI PGDE by DLS should therefore be based on evidence/data obtained from
a variety of sources, such as the goals, the curriculum, the teaching methods, the environment
provided for the students, the professional judgments of the lecturers and assessment data.
Importance of Evaluating the NTI PGDE by DLS
Monitoring and evaluation of any educational programme or intervention is vital to
determine whether it work, to help refine programme delivery, and to provide evidence for
continuing support of the programme. Evaluation will not only provide feedback on the
effectiveness of a programme but will help to determine whether the programme is appropriate
for the target population, whether there are any problems with its implementation and support,
and whether there are any on-going concerns that need to be resolved as the programme is
82 implemented. However, when teaching at a distance, educators must address a different teaching
challenge than when teaching in a traditional classroom. For example, in distance learning,
instructors seem not to have: a traditional, familiar classroom; a relatively homogeneous group of
students; face-to-face feedback during class (e.g. students' questions, comments, body language,
and facial expressions); total control over the distance delivery system and; convenient
opportunities to talk to students individually. For these reasons, distance educators may find it
useful to not only formally evaluate through testing and homework, but to use a more informal
approach.
Distance education as the NTI PGDE by DLS thus places new demands on evaluators. A
good practice is for evaluators to review the kinds of information and resources the institute
provides prospective students. This is because evaluation of programme outcomes is a critical
component of educational effectiveness. NTI PGDE by DLS policies also need to be guided by
rigorous evaluation evidence about what actually works in practice. Ideally, the needs of the
prospective teachers should drive the distance learning applications and the pedagogy and
technology should be selected to meet the specific requirements of the population of interest
(Chaney, Chaney&Eddy, 2010), since many of the potential pool of learners are time-bound due
to work, family and community obligations. Hence, there are several factors to consider, such as
learner autonomy, types of interaction, access, and cost of the media. Although such student
support forms an important component of any successful distance learning system, most research
on distance education in Nigeria (Aderinoye 2001; Aderinoye and Ojokheta 2004, Ali, 2008) has
focused on the historical development of distance education and management in general. These
issues provided the impetus for this study, the goals of which is to identify quality indicators
specific to aspect of the programme through evaluation. This is based on the premise that a
dispassionate evaluation of this kind can lead to improvements in education practice, as well as
83 giving the institute the chance to re-focus its strategic plan and correct practices that are contrary
to that plan. The present study is thus aimed at evaluating the implementation of the various
aspect of distance learning programme.
Evaluation in distance education must therefore be carefully balanced between a
traditional view that allows for programme justification/development and a new view that has the
potential for empowering learners. Evaluating the NTI PGDE by DLS through the CIPP model
will thus help to determine the degree to which programme objectives are met through the
procedures used by the programme. Thus, a dispassionate evaluation will determine whether or
not the outcomes or results predicted by the programme occurred and if their occurrence was due
to the project. This present study is therefore an academic exercise with the purpose of answering
pragmatic questions of decision makers in the NTI PGDE by DLS who want to and are eager to
improve the programme, expand the scope or modify it. If the programme is found to be only
partly effective in achieving its goals, this evaluation research is expected to identify the aspects
that have been unsuccessful and recommend the kinds of changes that are needed.
For instance, context evaluation of the NTI PGDE by DLS will assess needs, problems,
assets and opportunities to help decision makers define goals and priorities and help the broader
group of users judge goals, priorities and outcomes. Input evaluations will help assess alternative
approaches, competing action plans, staffing plans, and budgets for their feasibility and potential
cost-effectiveness to meet targeted needs and achieve goals. Decision makers in the NTI PGDE
by DLS will use input evaluations in choosing among competing plans, writing funding
proposals, allocating resources, assigning staff, scheduling work, and ultimately in helping others
judge an effort's plans and budget. Process evaluation of the programme will guide the
implementation of plans to help staff carry out activities and later help the broad group of users
judge programme performance and interpret outcomes. Product evaluation will help decision
84 makers in NTI PGDE by DLS identify and assess outcomes - intended and unintended, short
term and long term - both to help staff keep an institute focused on achieving important
outcomes and ultimately to help the broader group of users gauge the effort's success in meeting
targeted needs.
Furthermore, numerous studies (Battalio, 2009; Chaney, Eddy, Dorman, Glessner, Green,
& Lara-Alecio, 2009; Chaney, Chaney&Eddy, 2010) suggest the effectiveness of distance-
learning courses to be comparable to that of traditional coursework. However, evaluations of
such programmes’ effectiveness have been based on comparison of final grades of students on
distance learning courses as compared with grades of students who participated in classroom-
based courses (Ali, N.D; Baker, 2003; Eaton, 2000; Sonner, 1999). This narrow view of
evaluation does not resolve the concern for the quality of teacher education provided using DLS
such as the NTI PGDE by DLS programme. This is a gap in literature which suggests a
programme evaluation of the NTI PGDE by DLS effectiveness in South East Nigeria, in other to
guide stakeholder and decision making towards effective framework for quality PGDE
programme through distance learning system.
THEORETICAL FRAMEWORK
Keegan’s Theory of Distance Learning
Keegan postulated a theory on distance learning in 1986. The tenet of Keegan’s theory is
that distance learning systems artificially decrease the teaching-learning interaction of which all
effort should be made to re-integrate back into the instructional process through varieties of
media. The aim is to offer to the distance learners the experience much like traditional face-to-
face instruction, via intact classrooms and live two-way interaction. Keegan’s theory posits a
85 combination of mediated distance learning with face-to-face interaction. This is because Keegan
perceived distance learning as non-contiguous communication between student and teacher,
mediated by print or some form of technology. He however, perceived distance learning simply
as the separation of teachers and learners in space and time. The theory perceived distance
learning as the volitional control of learning by the student rather than by the distant instructor
(Sherry, 1996). This model is adopted in the NTI PGDE by DLS through the weekend contact
and the various ICT the institute has employed to achieve its stated objectives. The role of the
course facilitators include meeting the distance students face to face on weekend basis, thus
becoming a facilitator of learning rather than a communicator of a fixed body of information.
Keegan’s theory has implicit implication for distance learning system and adult education
in general. Hence, the NTI PGDE by DLS is modeled after this theory because it avails students
the opportunity to hear and see facilitators as well as permit facilitators to react to the students’
comments and questions. This weekend contacts is an important feedback mechanism between
students and facilitators and among students, This is because the theory meets the requirement
for interactivity stressed by the institute. What may be lacking in NTI adoption of this model is
the formation of virtual learning communities, in which students, who are part of a class or study
group can contact one another at any time of the day or night to share observations, information
and expertise with one another.
Stufflebeam's CIPP Model
Stufflebeam, who has worked with or has had acquaintance with some of theleading
researchers in the field of evaluation including Tyler and Scriven developed the CIPP modelover
a considerable period of time. It started around 1965 because US public schoolswere finding they
could not meaningfully and successfully evaluate their federallysupported projects using the then
86 "gold standard" for programme evaluations - controlled,variable manipulating, comparative
experiments (Stufflebeam, 1966b). This model posit that to effectively provide useful data to
decision through evaluation, recourse should be made with reference to the programme’s
context, input, process and product. Since its beginnings, the CIPP model has been extensively
developed and widely applied.Those employing or contracting others to employ the model have
included government officials, foundation officers, programme and project staffs, school
administrators, physicians, military leaders and evaluators. Stufflebeam has stated that his views
about evaluation have derived from doing and an on-going effort to identify and correct mistakes
made in evaluation practice. He recommends that evaluation beginners should learn evaluation
throughout their careers by conducting and reflecting on a wide range of evaluations.
Stufflebeam from his experiences began to reject the 1960's evaluation orthodoxy declaring at a
conference in 1966 that he had to reject basically everything he had thought necessary for
evaluating educational projects, including behavioural objectives, experimental designs and
standardized tests (Stufflebeam, 1966a). Instead he advised educators to key evaluations to
provide information for decision making.
Stufflebeam identified key types of decisions as those day-to-day choices involved in
making projects work and the annual decisions about whether to retain, expand or discontinue a
project. For these implementation and recycling decisions he suggested that schools concentrate
on conducting and reporting process and product evaluations.By about 1967 the CIPP model was
taking shape. It included context evaluation to guide goal setting, process evaluation to guide
project implementation and product evaluation to guide recycling decisions. Input evaluation was
subsequently added to aid in planning projects, for example, in proposal writing (Stufflebeam,
1967a). Stufflebeam presented the model at a national evaluation conference in Florida in 1966.
Following that he was invited to test the model at the Southwest Educational Laboratory in
87 Austin, Texas, to evaluate the migrant education programme. Egon Guba and Robert Hammond
assisted him. Among the lessons they learnt from this was that the CIPP Model has to be applied
flexibly. They also gained insights into input evaluation, to guide input evaluation they invented
the advocate teams technique (Stufflebeam et al., 1971). through which competing teams
develop proposals for meeting a set of targeted needs. Evaluators then assess the alternatives'
merits on predetermined criteria and a convergence team may subsequently merge the best
features of the competing proposals into a single plan.
In 1969 Phi Delta Kappa International (PDK) engaged Stufflebeam to head a national
study committee on evaluation which culminated in his book “Educational Evaluation and
Decision Making”. This book sharply criticized the traditional views of educational evaluation,
analysed the evaluative information needs in decision making, and elaborated the CIPP Model.
The authors noted that evaluations can go very wrong if keyed exclusively to criteria of technical
adequacy, such as the requirements for internal and external validity than being promulgated for
judging experiments (Campbell & Stanley, 1963). They argued for a break away from utility
criteria to relevance, importance, clarity and credibility. Stufflebeam has reflected in writing how
fortunate he has been to work with leading evaluators especially Guba, Jaeger, Kellaghan,
Madaus, Millman, Scriven, Stake, Tyler and Webster. He has also come to understand that
differences in evaluation models are often a function of the theorists' different evaluation
experiences and contexts, as well as their philosophical differences. He, for example, was most
often engaged in innovative, developing or indeed floundering projects in schools and came from
the viewpoint of improvement.
The CIPP Model is therefore regarded by Stufflebeam as a work in progress but is
regarded as a comprehensive framework for guiding formative and summative evaluations of
projects, programmes and systems. Briefly, Stufflebeam has compiled very comprehensive
88 checklists based on the CIPP Model and the Joint Committee (1994) Programme Evaluation
Standards. These checklists can be slavishly followed or deployed from as needed. The first
section of the checklist provides guidance for settling the evaluation contract. The next seven
sections provide guidance for designing context, input, process, impact, effectiveness,
sustainability and transportability evaluations. It must be noted that impact, effectiveness,
sustainability and transportability are subparts of product evaluation. The seven CIPP
components may be employed selectively and in different sequences and often simultaneously
depending on the needs of the evaluation.
In sum, the CIPP Model is amenable to this present study because it treats evaluation as
an essential concomitant of improvement and accountability which NTI is keen about. This is
because the model is configured to enable and guide comprehensive, systematic examination of
efforts that occur in the dynamic, myriad conditions of the real implementation of programme,
not the controlled conditions of experiment. However, Stufflebeam is the first to agree that the
model is and must be subject to continuing assessment and further development (Stufflebeam,
2003a). A review of the literature on evaluation tends to be dominated by contributions from
Stufflebeam or in conjunction with others. There is no doubt he is a major contributor to the field
and occasionally the impression may be gained that he unduly presses his own approach to the
disadvantage of other useful approaches. However, so long as there is an awareness of the
different approaches and the pros and cons of each it is hopefully possible to arrive at the model
(or an amalgam of models) best suited to any particular evaluative need.
89 RELEVANT EMPIRICAL STUDIES
This section attempts a review of conducted empirical studies that are related to NTI,
distance education, teacher education and programme evaluation.
Studies on NTI
Nwaneri (2012) carried out a study to evaluate the distance learning programme of
National Teachers Institute in Owerri Education Zone. A total of 400 N.C.E. students and 40
instructors of NTI programme were used for the study. The Distance Learning Programme
Questionnaire for Students (DLPQS) and Distance Learning Programme Questionnaire for
Instructor (DLPQI) were developed by the researcher andvalidated following relevant procedures
for face and content validation. They yielded acceptable value of reliability coefficients of 0.98
and 0.99 from test re-test technique for DLPQS and DLPQI respectively. The mean and standard
deviation were used to answer four out of the five research questions, while frequency and
percentage statistics was used for the other. The data for the two hypotheses were subjected to z-
test statistic at 0.05 level of significance. The results showed that the problem with NTI distance
learning programmes is not in the policy that established it but in the implementation. Based on
these findings, some recommendations were made including the need for NTI management to: (i)
Improve the content and supply of the print materials and increase contact periods and (ii)
Ensure the use of subject specialists as instructors and strive to supervise them to achieve the set
standards and objectives of the programme. However, this study of Nwaneri was limited to Imo
State while the present study extends to the South East.
Etuk, Akpanumoh, Etudor and Ngerebara (2008) carried out a study on distance learning
and teaching effectiveness. The study assessed the educational inputs of the NTI DLS in Akwa
Ibom State of Nigeria by assessing the course texts used by the NTI DL-students and course
90 tutors in the four core subject areas of interest. It sampled the opinions of NTI DL-students on
their learning contexts, study strategies and other particulars, and the opinions of current NTI
DLS course tutors (site facilitators) about the quality of inputs into the programme. It also
assessed the behaviours of primary school teachers and drew inferences on the differences
between effective classroom behaviours of teachers who were products of the NTI DLS and
those who were not. It sampled the opinions of head-teachers and parents on the effectiveness of
products of the NTIDLS, and assessed the quality control measures of the NTI DLS with
particular reference to the quality of examinations set in four core subject areas of interest. The
study design was a combination of the causal comparative (ex-post-facto), the descriptive survey
and the analysis of documents. The research population comprised all the primary school
teachers in Akwa Ibom State. The population size was 16,100, stratified sampling technique was
used to select 1,000 teachers (650 NTIDLS-products and 350 others) by the researchers, 800
teachers by 120 head-teachers and 500 teachers by 360 parents. Five instruments were used for
data collection. These included the ESTECB, a 128-items instrument used by the researchers; the
APETEQ, a 37-items instrument used by the head-teachers and parents; the COTALDQ, a 54-
items instrument used by the course tutors; the LCSSAPQ, a 47-item instrument used by the
students currently studying in NTI DL centres; and the ESCC, a 15-items instrument used in
evaluating the NTIDL course texts. In addition to all these, a 5-point evaluation scale made from
the six categories of the cognitive domain of objectives – knowledge, comprehension,
application, analysis, synthesis and evaluation was used in assessing the examination qualities of
the four core subjects of interest. All the research questions were analysed using the mean scores
weighted to a 5-point scale. The cut-off point for judging the significance/non significance of
scores was set at 3.50. Two hypotheses formulated to guide the study were analysed at 0.05 level
of significance and 998, 1298 degrees of freedom for hypothesis one and two respectively. The
91 findings were as follows: 1. The NTI DL course texts rated high in appropriateness but low in
readability. 2. The NTIDL-students had a lot of face-to-face contacts both with the course tutors
and with fellow students. 3. The NTI DL-students in Akwa Ibom State performed best in English
language and worst in Mathematics. 4. Generally, the performances of the students in centres
located in rural communities were better than those of students in centres located in the urban
areas. 5. The NTI DL course tutors rated the NTI DL programme high not low on the availability
of teaching/learning materials. 6. The NTI DL-produced teachers rated high on instructional
planning and classroom management but low on the knowledge of the subject matter. 7. NTIDL-
products were rated to be less effective in teaching and in the knowledge of the subject-matter
than teachers produced through other educational agencies. 8. Parents rated most teaching
behaviours of NTI DL-products more negatively than primary school-heads did when specific
rating items were used. However, when a global item was used, both parents and school-heads
rated the teaching behaviours of NTI DL-products negatively. 9. A large proportion of
examination questions set in the NTDLS were limited to the lowest level of the cognitive domain
– knowledge. Hence, application item were fewest in number among the test items examined.
This study of Etuk, Akpanumoh, Etudor and Ngerebara only focused on inputs while the present
study includes other vital implementation indices as context, process and product.
An Evaluation of the NTI’s manpower training programme for teaching personnel in
Mid-Western Nigeria was carried out by Osunde and Omoruyi (2004). Overall, 240 participants
involved in the training programme who were randomly selected from the area constituted the
sample for the study. A questionnaire designed by the authors was the major instrument used for
data gathering. Analyses of the results showed that the programmes are fairly effective in
upgrading the skills and knowledge of the participants. It was also discovered that the
programmes have impacted on the level of performance of the participants in the area. It was
92 recommended, "inter alia," that the institute be adequately funded to enable it achieve its
mandate to the fullest. Since the programmes are considered relevant to the training needs of the
participants, it would be proper to do everything humanly possible to consolidate on the gains of
the programmes. Manpower is just an aspect of input facility in any programme implementation;
hence the study of Osunde and Omoruyi is not as comprehensive as this present study.
In another related study, Junaid (2011) evaluated the capacity building of NTI. This
evaluation exercise was conducted as part of the overall assessment of the impact of the capacity
building on the staff and Open and Distance Learning (ODL) programmes of the institute on one
hand, and the wider target beneficiaries (teachers) on the other. The purpose of this Project
Evaluation Report was to assist both NTI and Commonwealth Of Learning’s (COL) by
providing an objective assessment of the extent to which COL support for NTI has made the
desired impact and attained the specified objectives. The main purpose of the evaluation was to
provide COL with information about the effectiveness of its collaboration with NTI in
developing expertise relating to the design and development and implementation of ODL
programmes and materials. The focus of the evaluation of the capacity building project was on
the impact of the strategy on the quality of the materials, teachers’ pedagogical knowledge and
classroom practices; and on institutional capacity. The evaluation took place from 15th
May,
2008 to 18th
July, 2008. The sites visited included the Department of Academic Services, the
Graphic Design Studio and the Radio Studio at the NTI Headquarters, and select Study Centers
at Kaduna, Sokoto and Zamfara States all in the Northwest Zone of the country. Some schools in
Kaduna were also visited to interview teachers and head teachers.
The consultant met with NTI authorities responsible for management and implementation
of the project activities. Meetings, interviews and focus group discussions were also held with
other NTI staff handling some of the project components (radio studio, graphics, course
93 materials production, teacher training, etc), as well as other beneficiaries of the capacity building
projects, such as teachers and head teachers. Four research questions were addressed.
The evaluation of the development of expertise in course design and materials development
and its impact on teachers’ pedagogical skills and practices was distinct from the evaluation of
the impact of the strategy on the institutional and technical capacities of the Institute to provide
leadership in distance education.
The study findings on the implementation of the project indicated that:
i. The capacity building project has had a positive impact on the Institute’s programmes
and course materials. This impact was both quantitative and qualitative.
ii. The success of the capacity building project was exemplified by the proliferation of
courses at NTI and the production of appropriate course materials by the Institute.
iii. The number of training contracts mainly for continuing development of teachers
handled by the Institute appeared to have improved between 2002 and 2008. This was
influenced by both the Federal and States Governments’ renewed confidence in the
Institute’s programmes.
iv. There appeared to be a strong connection between the capacity building project and
the improvement of quality of programmes and course materials at the Institute.
v. On the whole, the model of integrating course development and production, the high
quality professional development programmes and use of radio combined to create a
highly effective strategy for improving the quality of programmes and course
materials on the one hand, and the institutional and technical competencies of the
Institute on the other.
The study therefore concluded that the success of the Capacity Building project in
improving existing functions and activating existing resources of the Institute is very
encouraging. The model of integrating course development and production, the high quality
professional development programmes and the use of COL Specialists in training combined to
create a highly effective strategy for improving the quality of programmes and materials as well
as enhancing the institutional capacity of the Institute. The study recommends that in order to
94 maintain the effectiveness of the strategy, it will be important to maintain the key elements that
have been crucial to the effectiveness of the strategy. These efforts of Junaid in appraising
capacity building is very important in ensuring quality delivery in NTI programmes but it is not
enough in informing comprehensive decision making as will be informed by the findings of this
present study.
Asodike and Jegede (2010) assessed the course delivery systems adopted by National
Teachers’ Institute (NTI) Kaduna using the opinions of the students. A stratified simple random
sampling technique was used to select a sample size of 546 representing 20% of current final
year student’s population of 2,734 of the institution from the study centres in the six States of the
South/South geo-political zone of the country. A self-constructed questionnaire divided into
eight sections, validated, tested, and with reliability co-efficient of.92 was used for the study.
Additionally, the researchers observed class sessions during weekend face-to-face contact hours
of the programme. Eight research questions guided the thrust of the study. The analysis was done
using descriptive statistics. It was found that the print and its different formats such as
assignment brochures, textbooks, workbooks, and course books were the main course delivery
systems used in the study centres. It was also found that although 92% owned televisions, all had
radios, 61 % were not computer literate. 73.5% of the respondents are workers and 54.2% are
living in the rural areas. The challenge of inconsistent power supply may not encourage the
students to patronize the use of certain electronic media such as instructional computer delivery,
satellite transmission, and internet facilities used in course delivery systems in distance education
in the developed societies. The study however suggests that there is need for the institute in
consultation with television and radio stations to devise ways of using their facilities in
delivering their lessons. This will enable both the institute and students to be at some level
95 playing ground with current innovations in distance education practices and keeping the
programme delivery systems relevant in this era of globalization. The study of Asodike and
Jegede where limited to delivery system in the NTI as an aspect of process evaluation. This
present study will thus go further to include other vital aspect as context, input and product.
Asodike and Ebong (2012) also evaluated those input resources in the implementation of
teacher education programmes. Educational resources constitute input into the educational
systems that determine largely the implementation of educational programmes and invariable
objectives attainment. Using document analysis and checklist, this study examined the extent to
which resources are provided for effective implementation of National Teachers’ Institute (NTI),
Kaduna, Nigeria Certificate in Education (NCE) by Distance Learning System (DLS)
programme in the South- South geo-political zone, Nigeria. This was considered in terms of
quantity and quality of the available human recourses and the availability, adequacy and
relevance of material resources for the programme. Findings indicate that though there were
enough course tutors for the programme, the quality was not commensurate to the needs of the
programme. The print media (modules) used for instructional delivery were available, adequate
and relevant to the demands of the programme. The study recommends more qualified course
tutors to be provided by the institute for effective teaching and implementation of the NTI, NCE
DLS in the South-South Zone, Nigeria. The study of Asodike and Ebong where on NCE
programme of the NTI while this present study will focus on the PGDE programme of the
Institute.
Okodoko and Samuel (2009)evaluated the implementation of NTI NCE mathematics
curriculum by distance learning system. The study was guided by three research questions and
corresponding hypotheses. The population was made up of 322 NTI mathematics students and 15
96 course tutors while the sample was made up of 158 students and 7 courses in four NTI study
Centers in Bayelsa state Nigeria. The instrument used for the study was NTI Mathematics
Curriculum Evaluation Questionnaire (NMCEQ). The instrument was validated by experts and a
coefficient reliability of 0.82 established using Crombach’s alpha method. Pearson product
Moment Correlation Coefficient was used in analyzing the data. The findings again revealed a
significant relationship between teacher’s qualification and the implementation of NTI (NCE)
Mathematics curriculum by distance learning system. The result of the investigation also
revealed a significant relationship between evaluation strategies and the implementation of the
NTI (NCE) Mathematics curriculum by distance learning system. Based on the findings the
researchers recommended that: facilities should be adequately provided in NTI study centres to
enhance the implementation of mathematics curriculum; National Teachers Institute (NTI)
course tutors were also encouraged to go for in service training, workshops, seminars and
conferences to up-date their knowledge on current trends and innovations in mathematics
education curriculum and; National Teachers Institute and other relevant bodies should carry out
periodic evaluation on the NTI programme. Such evaluation can serve as quality control
mechanism which may call for subsequent innovation. The study of Okodoko and Samuel
focused on evaluating mathematics curriculum of the NTI while this present study is interested in
how the whole NTI PGDE programme is implanted.
Studies on Distance Education
Olakulehin and Ojo (2008) reported the outcome of a primary quantitative investigation
into the factors responsible for the completion or otherwise of dissertation reports by
postgraduate distance learning students in Nigeria. The determined the reasons why many
postgraduate distance learners fail to complete their dissertations after the course work. Using a
structured questionnaire designed on a five-point Likert-type scale, the researchers captured the
97 opinions of some postgraduate distance learners about the factors affecting their completion of
their research work. The analysis of the study was done using simple percentages and it was
found that many of the respondents had difficulty with statistical analysis; some others had
problems identifying suitable research topics and; supervisor problem, among others, constituted
the major challenges facing many of the respondents. The study concluded with some
recommendations on how the administration of research work or dissertation writing by distance
learners can be improved. The study of Olakulehin and Ojo only focused on challenges in
students completing their dissertation while this present study is interested in evaluating all the
component of the programme.
Murphy (2000) also evaluated a distance education course designfor General Soils course
programme. The purpose of this study was to evaluate a distance education course design with
respect to both educational effectiveness and learner satisfaction. The findings support the large
bodies of literature indicating that distance education delivery, regardless of media or technology
used is not by itself a contributing variable in student achievement; The course design developed
for the delivery of this course over distance accomplished the primary objective of creating a
location-neutral learning experience for the students; Students performed equally well regardless
of location or method; Learners completing the course were satisfied with their experience
overall. The findings also show that there was no significant difference in learner satisfaction
found between the students collocated with the instructor and the distance learners. The literature
supports a conclusion that student-student and student-instructor interaction is positively
correlated with learner satisfaction. This study supports the large body of literature indicating
that distance delivery, regardless of media or technology used, is not by itself a contributing
variable in student achievement. The study of Murphy was on educational effectiveness and
98 learner satisfaction on a distance learning programme’s General Soils course while the purpose
of the present study is to evaluate NTI PGDE programme by DLS.
Roberts, Irani, Lundy and Telg (2004) carried out a study on the practices in student
evaluation of distance education courses among Land Grant Institutions.Student attitudes are one
of the most important factors when assessing the quality of a distance education programme.
When examining the research base, a few studies were found by Roberts, Irani, and Lundy that
examined the use of student attitudes in evaluating distance education. However, sufficient
research does not exist to develop a broader picture of the use of student attitudes, particularly
when examining agriculturally related institutions. The purpose of this case study was therefore
to develop a picture of how instruments that assess student attitudes are used in the distance
education evaluation practices of higher education institutions that deliver agriculturally related
content. When examining the institutions in this case study, the researchers found out that most
are delivering distance education to both undergraduate and graduate students. Most of the
institutions are using course management software and video conferencing for delivering
instruction. Instructors are the most common focus of evaluations, closely followed by course
organization and delivery. The most common method for developing a distance education
evaluation instrument was to make a few revisions to the on-campus instrument already utilized
at each institution. The focus of this study of Roberts, Irani, Lundy and Telg was to develop a
picture of how instruments that assess student attitudes are used in the distance education
evaluation practices of higher education institutions that deliver agriculturally related content
while the present study goes beyond that to include all stakeholders view in evaluating the NTI
PGDE programme by DLS.
99 Studies on Teacher Education
Igwe and Rufai (2012)carried out an evaluation of teachers’ service delivery in Nigeria:
measures for programme accountability and improvement.The researchers observed that
recruitment and retention of quality teachers is not only beneficial for social transformation but
also for a sustainable economic growth of Nigeria. That explains why there is need for
continuous evaluation of the performance of the teachers who themselves are products of teacher
education programmes in the country. Thus, a sample of 270 respondents made up of teachers
and local education officers was employed. Questionnaires were sent to the respondents to seek
their opinions on this issue. The data was analyzed using a combination of qualitative and
quantitative method. Respondents were of the opinion that there are a lot of constraints with
regards to teachers’ service delivery in most of the schools in Lagos State. The authors therefore
recommendation that Government should ensure that teacher education programmes are
constantly reviewed in the light of new challenges in teaching. Training and Retraining of
teachers should be vigorously pursued to ensure quality service delivery. There should be a joint
teacher evaluation strategy using both internal and external evaluators in order to determine
teachers’ mastery of subject matter, resourcefulness, creativity, communication skills and general
attitude to work. This study of Igwe and Rufai is delineated to teachers’ service delivery which is
an aspect of product evaluation. Hence, the present study encompasses other aspect of evaluation
with focus on the quality of the programme that prepares the teacher.
The study of Omoniyi (2010) was conducted to evaluate NCE Business Education
programme as an entry requirement into the first degree programme in Business Education in
Nigerian Universities. The population of the study consists of one hundred and thirty five (135)
NCE graduates in 200 Level Business Education programme in the four oldest Universities that
offer Business Education in Nigeria. The Universities are Ahmadu Bello University, Zaria (60);
100 University of Nigeria, Nsukka, (25); University of Benin, Benin City (35) and Rivers State
University of Science and Technology, Port Harcourt (15). The research population serves as
sample since only 200 Level Business Education students with NCE degree were studied. The
research population was considered not too large and therefore there was no need for sampling.
Questionnaire and documentary evidence were used in gathering data, which were statistically
analyzed and interpreted.
The study revealed the following; 1. There is no significant association between the
courses offered at NCE. Business Education and those offered in Business Education degree
Programme. 2. Some courses were totally new to NCE graduates who gained admission to
Business Education degree programme. 3. Some Universities do not give course exemptions to
NCE Business Education Certificate holders who pursue Business Education degree programme
in Nigerian Universities. 4. Most NCE Business Education Certificate holders spend more than
two years for the post NCE degree programme. In this study the researcher made the following
recommendations: (a) Holders of NCE Certificate with a minimum grade of Credit at NCE
should spend only two years to obtain the Bachelor’s degree in Business Education. (b) Business
Education Curriculum planners should harmonize the - programmes in all Universities to ensure
that all students who are NCE holders and admitted into Business Education degree programme
in the university get adequate credit hours exemption on the programme. (c) The entry
qualification into NCE programme be raised to a minimum of four credits including English
Language and Mathematics. The Study highlights the implications for classroom instructions to
include among others, that broadening the course content of NCE programme would give room
for improvement and that exposure to new courses at NCE level would offer new challenges and
better performance. This study of Omoniyi was conducted to evaluate teacher education
101 programme of universities at the NCE level while the present study intends to evaluate a distance
learning system of the NTI at the PGDE level.
The study of Samuel and Okodoko (2012) evaluated the implementation of NCE Primary
Education Programme in colleges of Education in Nigeria. The population was made up of 127
Primary Education Studies lecturers in five colleges of Education in south-south geopolitical
zone of Nigeria. The sample comprised of 83 lecturers in four colleges of education in the area.
The instrument used for the study was Evaluation and Implementation of NCE Primary
Education Questionnaire (EIPEQ). The Questionnaire was validated by experts and a coefficient
reliability of 0.75 established using Crombach’s alpha method Pearson Product Moment
correlation coefficient was used in analyzing the data. Result indicated that there was a
significant relationship between, structural facilities, teachers qualification and text on the
implementation NCE Primary Education programme. The researchers recommended the
provision of adequate facilities and employment of specialist in the teaching of primary
education studies. Samuel and Okodoko in this study evaluated the implementation of NCE
primary education programme in traditional face to face delivery method of a college of
education. This is different from the attention of this present study which intends to evaluate a
distance learning programme of an institute.
Similarly, Atu (2010) carried out a study on the evaluation of final year NCE students on
the adequacy of the NCCE Social Studies programme for citizenship Education. This study
attempted to find answers to the following major questions: i) Has the NCCE Social Studies
programme academically prepared the Social Studies Final Year Students to effectively function
as citizenship trainers at the primary and JSS levels of our educational system? ii) What is the
level of Final Year Students’ opinion and feelings about the programme, as a result of their
exposure to the NCCE Social Studies programme? iii) Is there any relationship between Final
102 Year Students’ teacher-trainees cognitive achievement and their opinion as regards the adequacy
of the NCCE Social Studies programme in preparing them for effective citizenship training? It is
within this framework, that both the major objectives and hypotheses of the study were
articulated. The population of the study involved all the final year Social Studies teacher-trainees
in the conventional Colleges of Education. Within this population, twelve Colleges of Education
were sampled for the study. Two major instruments were used in obtaining data from the twelve
Colleges of Education sampled for the study. They are the NCE Basic Citizenship Achievement
Test (NCEBAT) and NCCE Content Questionnaire (NECO).
From the analysis of the data obtained, the following findings were established by the
researcher: 1). The respondents recorded a 81.7% success on achievement test. Thus, indicating
that the NCCE is achieving its objectives. There seems to be no wastage in the system. 2). 62%
of the respondents displayed favourable attitudes as to the adequacy of their opinion preparation.
Based on these findings, it was recommended among other things that the scope of assessing the
NCE teacher-trainees be widened by evolving a package of assessing their feelings and opinions
at least before graduation rather than restricting the level of assessment on academic
achievement alone; the NCCE to assume more responsibilities on the training of NCE teachers -
these should include acting as a common examining body for the accredited colleges as well as
funding and; NCE teacher-trainees to be exposed to common professional examination before
graduation. It was suggested for further research, the need for a longitudinal study to assess the
level of NCE teachers’ components in the field. Atu in this study evaluated an NCE programme
while the present study is at the PGDE level.
Gwynne-Atwater (2011) investigated the effectiveness of the professional development
that was provided for teachers of pre-schoolers who have been diagnosed on the autism spectrum
or have been identified with a developmental delay that presents autistic-like characteristics. The
103 purpose of this study was to conduct an evaluation of the professional development programme
of a large Mid-Atlantic school division‘s preschool special education autism programme. The
researcher surveyed teachers regarding their perceptions of preparedness to teach this group of
children. By using the Provus Evaluation Model, the researcher examined the programme and
evaluated whether its implementation was consistent with the programme‘s design. It was
expected that the researcher would be able to determine the teachers‘ perceptions of their level of
knowledge, skills and abilities in teaching the child who has been diagnosed on the autism
spectrum, or who presents with autistic-like behaviors. A review of the literature and the
interviews of the programme managers found five areas or themes: communication, behavior,
academics, social and self-help. The findings led to the following conclusions: a discrepancy
existed only in one area, self-help skills. No conclusive evidence was found regarding the
influence of years of experience on teacher perceptions of effectiveness in the five areas. Future
research should include a larger sample and inclusion of other school districts. By obtaining this
information, the researcher is able to provide school leaders with data that could potentially have
a direct impact on the future of planned professional development opportunities as well as future
programme expansion. Gwynne-Atwater study focus on professional development that was
provided for teachers which is not a course of study but this present study is on teacher
preparation programme with an accredited curriculum.
Studies that Adopted CIPP Evaluative Model
Fatima (2010) evaluated the Post-Graduate Programmes of Teacher Education in
Pakistan.The objectives of study were: (1) to evaluate MA education programmes ofteacher
education in public sector universities and colleges on the basis of CIIP modelof evaluation (2)
to explore the weaknesses and strengths of MA Education programmeof Pakistan (3) to suggest
104 improvements in existing curriculum, teachers’ qualification, teaching methods and teaching
aids/innovations in MA Education programme ofPakistan and (4) to propose an effective model
for Post-Graduate teacher educationprogramme of MA Education for implementation in the
country.
The population of the study was all Heads of Education departments of public sector
Universities, Heads of Government Colleges of Education, teacher educators ofpublic sector,
Universities and Government Colleges of Education and prospectiveteachers enrolled in public
sector Universities and Government Colleges, where theMaster degree of Education (MA
Education) programme was offered in Pakistan.The sample of 10 Heads of Education
departments of public sector Universities,10 Heads of Government Colleges of Education, 56
teacher educators of 10 publicsector Universities and 10 Government Colleges of Education and
200 prospectiveteachers enrolled in public sector Universities and Government Colleges, where
theMaster degree of Education (MA/MEd) was offered in Pakistan, was selected through cluster
random sampling.For the collection of data, three questionnaires, one each for heads
ofInstitutions, teacher educators and prospective teachers, were developed. After pilot testingand
improvement of research instrument, the researcher personally visited thesample institutions for
data collection. For data analysis chi-square as a contingencytest and frequencies were applied
for identifying the trends from the frequency ofresponses on each questionnaire item.
In the light of views of prospective teachers, teachers and heads of education department
and respective institutions, it was concluded that the teaching faculty of MAeducation
programme was using a variety of teaching methods according to the nature of objectives,
content and students. Evaluation systems for students of MA educationprogramme were found
satisfactory. The study revealed that admission criteria for MAeducation programme required to
be restructured. In the same way, existing curriculumof MA education programme need revision
105 by getting feedback from faculty membersto meet the up-coming demands. On the other hand,
duration of MA educationprogramme and practice teaching was not found enough. In order to be
creative andinnovative, less research work was conducted by teaching faculty and students of
MAeducation programme, therefore, less number of publications such as bulletins andjournals
but more research reports were produced. More rewards and incentivesrequired to be awarded to
increase students and teachers’ performance. Seminars andworkshops for prospective teachers
and refresher courses for teaching faculty requiredto be conducted on regular basis. Majority of
teaching faculty for MA education programme was found only with master degree qualification.
There was a strong needto appoint more qualified teachers.The results of study uncovered
various unresolved issues of existing Post- Graduate Teacher Education Programme of Pakistan.
It is recommended that requiredchanges be introduced in admission criteria, curriculum, duration
of degree programme,teaching-practice, research work, rewards and incentives, etc. of existing
MAEducation Programme in Pakistan. This study of Fatima is different from this present study
in that it did not adopt triangulation method in verifying the findings of the study. This is a
milestone this present study has introduced in evaluating NTI PGDE programme.
Chen (2009) carried out a evaluative case study of the 20 English training courses offered
in the Applied English Department (AED) of an Institute, given the pseudonym W.G., in
Southern Taiwan. No evaluation had been done since the AED had been set up and using
Stufflebeam's CIPP (Context, Input, Process and Product) evaluation model this research was
carried out. The purpose of the research was to attempt, through the gathering of qualitative data
from a variety of sources and using a variety of research instruments, an evaluation of the 20
English training courses which were designed for and taken by students who hoped, mainly, to
become children's English language teachers. The courses were examined through four key
components, namely, "course aims and objectives", "course contents and materials", "course
106 conduct and teaching-learning process" and "assessment and student performance". Data were
gathered through questionnaires, interviews and the review of existing documents and was
obtained from current students, directors of the AED, instructors, alumni and employers of
alumni. The resultant data served to present a comprehensive overview of the AED and the 20
English training courses and furnished evidence sufficient to allow for a number of
recommendations for improvement and change to emerge. Fundamentally it is not clear that
there is sufficient congruence of students needs and the courses offered. It emerged that the AED
would probably benefit from a refocusing of student needs, a review of AED structures and
governance, uniform syllabus design and presentation, a review of student feedback on instructor
performance and a number of fundamental adjustments to the courses, in particular, their content,
teaching methodology and assessment. Overall the AED had many positive aspects all of which
could be built on and added to as the results of the data suggested. It emerged that the CIPP
evaluation model has, in the educational context, a lot to commend it and this has been illustrated
in this research. If followed carefully it covers all aspects and features of a programme and
provides a methodical, all-embracing design which can produce useful material for exploration
and adoption if appropriate. It is in most cases a positive programme enhancing exercise
designed to develop rather than close existing programmes. This study of Chen is only
qualitative in nature while the present study combines qualitative and quantitative data.
Osong (2014) evaluated the National Teachers Institute Nigerian certificate in Education
programme by Distance Learning System in Cross River State using the CIPP model of
evaluation. The population of the study consists of all students and facilitators in the five
accredited designated study centres of NTI/NCE programme in Cross River state. Quota
sampling was used to select 220 respondents for the study. An instrument titled NTI/NCE
107 Evaluation Instrument was developed and validated by the researcher for the purpose of data
collection for this study. This includes structured questionnaires, checklist and proforma. Data
were arranged and analyzed according to the research questions. Data were analyzed with
descriptive. The findings of the study were that: the NTI in Cross River state has taken measures
to implement her NCE objectives through distance learning system; Most educational service
facilities are not provided at the study centers; the NTI centers are the centers are adequately
staffed for implementing the NCE programme by distance learning system; most student
centered evaluation strategies are adopted in the implementation of NTI/NCE programme by
distance learning system; there are inherent functional challenges in the implementation of the
NTI/NCE programme by distance learning system; the pass rate of students in the NTI/NCE
programme by distance learning system is high. Based on these findings, the conclusion is that
there is still need for improvement in the programme delivery. Hence, the major educational
implication of the findings of the study is that the NTI should be adequately funded to meet up
with its responsibility of training and upgrading teachers qualification through in-service
training. The major recommendation is that government should make effort to equip study
centers with basic educational service facilities like laboratories, libraries and vocational centre
to provide students with hands-on experience. The major limitation of this study is in its
methodology, hence, suggestions for further research are highlighted. Osong study is dissimilar
to this present study in that it is at the NCE level and was conducted in a state in South South
Nigeria while the present study is at the PGDE level in South East Nigeria.
Okoye (2012) evaluated the United Nations Children’s Education Fund Child Friendly
School initiative programme in Enugu State using the CIPP Evaluation model. The hypotheses
were tested at .05 significant level. Evaluative design was used in carrying out this study. The six
108 UNICEF designated child friendly primary schools across the state formed the population of the
study. Multi-stage sampling was adopted. Two questionnaires, a checklist and a Common
Entrance proforma were used to collect data to answer the research questions formulated to guide
the study. These were: CFS Programme Objectives Extent of Achievement Questionnaire
(CFSPOEAQ); CFS Input Facility Checklist (CFSIFC); Utilization of Student Centred-
Pedagogies Questionnaire (USCPQ) and the National Common Entrance Examination
Achievement Scores Pro-forma (NCEEASP). For the two questionnaires, the Cronbach’s Alpha
method was used to establish their internal consistency. Using SPSS version 16.0, a coefficient
value of .897 was obtained. Data were arranged and analyzed according to the research questions
and the formulated hypotheses. Data collected with CFSPOEAQ and USCPQ were analysed
using means and standard deviation scores. CFSIFC was interpreted with reference to the
minimum standard in primary education.
In this study however, inputs facility’s child friendly status was a major concern. Thus,
to accommodate the ideals of CFS environment in primary education on input facilities, the
study probed further into their adequacy and optimality. Hence, for these input facilities, their
availability in schools is necessary but not a sufficient condition to justify their child friendliness.
This then formed the basis for judging its appropriateness to children’s needs, use and extent of
implementation. Means and percentage of pass was used to interpret NCEEASP. ANOVA was
used to test the two formulated hypotheses. The findings of the study showed that: The UNICEF
designated child friendly schools in Enugu state have made substantial effort to realize the CFS
objectives; most basic facilities in the UNICEF designated child friendly school are inadequate
with respect to their child friendly status; there is no evidence of UNICEF presence in the
schools; schools very often utilize child friendly pedagogies and the learning achievement of
pupils in the UNICEF designated child friendly schools are on average while the percentage of
109 pass is high. The educational implications of the findings of the study were discussed.
Recommendations were made and suggestions for further research were highlighted. Though
Okoye’s study adopted CIPP model of evaluation, it is different from this present study because
its focus is not on teacher education programme.
Evaluated Programmes
UNICEF conducted a global evaluation of her Child Friendly School (CFS) programme
in 2009 (UNICEF, 2009). The evaluation was expected to serve as a baseline assessment,
examining the effectiveness of UNICEF’s CFS programming efforts in the areas of
inclusiveness, pedagogy, architecture and services, participation and governance, and systemic
management. Nigeria was selected as one of six countries for this global evaluation. A specific
purpose of this report is to present an evaluation of the effectiveness of UNICEF CFS
intervention efforts in Nigeria. As part of the data collection effort for the CFS global evaluation,
the evaluators visited a total of 23 schools in the Federal Capital Territory, Ebonyi and Niger
States that had received support under the CFS initiative. Hence the evaluation administered
survey items to teachers, students and school heads, observed the school grounds and buildings,
and conducted interviews with focus groups, school heads, teachers, families and other key
stakeholders. The study found out that most schools have made an effort to reach out to enroll all
students, including student with disabilities, and there seemed to be a positive attitude toward the
provision of education for all. And most teachers and students reported that the school leadership
made decisions in the best interest of students. Although few classrooms provided an attractive
and well-furnished environment for students, most were able to provide students with minimally
adequate seating, work space, lighting, ventilation and protection from the elements. This study
thus concluded that Nigeria has made substantial progress towards the provision of schools that
110 are child friendly. This study is different from the present study because it is on UNICEF
implemented programme at the primary school level while the present study is on teacher
preparation programme for secondary school level.
UNICEF (2010) has also carried out a programme evaluation of the Getting Ready for
School: A Child-to-Child Approach. This programme is consistent with the EC/PPE objective of
effecting a smooth transition of the child from the home to school. This programme is
implemented in pilot schools in Bangladesh, China, the Democratic Republic of Congo,
Ethiopia, Tajikistan and Yemen. However, the programme model is unique in its child-to-child
approach whereby older children (Young Facilitators) worked with younger peers to increase
their academic and non-academic school readiness skills. The purpose of the evaluation was to
assess the extent to which the programme increased children’s successful transitions into primary
school, and achieved secondary goals such as increased family support for children’s education.
The evaluation methodology consisted of randomized controlled trials in five of the countries,
and a matched-subjects design in the sixth. The evaluation included direct assessments of
children’s acquisition of academic and non-academic school readiness skills, interviews with
caregivers, surveys conducted with Young Facilitators and with teachers, and interviews with
school heads and community leaders. Teachers implementing the programme also kept session
notes regarding children’s attendance and how well the programme materials worked..
Across all six countries, the evaluation exercise reported that there is a high degree of
interest in and enthusiasm for the Getting Ready for School programme within communities
where it was introduced, and programme attendance was very high. This programme evaluation
thus concluded that there were at least some significant programme impacts on children’s school
readiness in all six countries. Based on the findings, it was recommended that countries should
follow through on current plans to make early childhood programme interesting and child
111 cantered so as to effect a smooth transmission from home to school. It could be observed that
these recommendations to actualize the objectives of the Getting Ready for School: a Child-to-
Child Approach as warranted by the findings is consistent with the NPE objectives on EC/PPE.
This study is on early childhood education programme implemented by an arm of the United
Nations while the present one is on teacher preparation programme implemented by an Institute
Midling, Filion, David-Gnahoui, Gassama-Mbaye and Diallo (2006) also carried out a
similar Programme Evaluation for USAID / Guinea Basic Education Programme Portfolio. This
programme had as its overarching objective, the improvement of those economic and social well-
being of all Guineans in a participatory society. Thus, USAID funded the Fundamental Quality
and Equity Levels project (FQEL) from 1997 through 2005 in Guinea, with a follow-up project,
links (2005-2006). They focused on reinforcement and decentralization of government ministry’s
capacity in management and planning for quality and equity improvements in schools; improving
the quality of instruction, teacher support and supervision; including development and
distribution of instructional materials. In addition to using interviews in data collection, the team
also adapted a classroom observation tool originally developed for tracking change over time.
The team also placed a strong emphasis on the collection and analysis of documentation relating
to programme implementation. The evaluation exercise found out that programme efficiency,
particularly in terms of the technical and managerial capacity of key project personnel, was in
general good. Similarly, the level of effectiveness of these projects has been high, most of the
planned outputs were delivered and both the amount as well as the quality of work was
impressive. Result also showed that USAID’s interventions succeeded in strengthening teacher
support and supervision capacity at various levels of the ministry and at the school level.
Interventions in in-service training as well as in the development and distribution of materials
were also positive. This evaluation study of Midling, Filion, David-Gnahoui, Gassama-Mbaye
112 and Diallo focuses on evaluatingeconomic and social well-being while the present study is
educational in nature.
The UK Resilience Programme was also evaluated by Challen, Noden, West and Machin
(2011). In this programme, three local authorities (South Tyneside, Manchester and
Hertfordshire) piloted a programme with Year 7 pupils in 22 of their schools, with the aim of
building pupils’ resilience and promoting well-being (More schools have since begun teaching
the programme). The evaluation aims to investigate whether the programme (previously trialled
in small samples) can be delivered at scale; whether it has an impact on children’s well-being;
and if so, whether this will have an impact on behaviour, attendance and academic attainment.
The quantitative study found a significant short-run improvement in pupils’ depression symptom
scores and school attendance rates. There was also an impact on anxiety, but this was smaller,
and concentrated in a few groups of pupils. Facilitators found the curriculum materials didactic
and thought they could be improved. Many felt that some pupils struggled with the programme
content and materials which could lead to anxiety. Based on the findings, the evaluation report
recommended that it is important that school staff delivering the programme know how the
schools’ child protection arrangements work, and are aware that the programme may lead to
disclosure of serious problems by pupils. It also advises that staff need to be adequately prepared
for and supported throughout the programme in order to deal with these issues. This study of
Challen, Noden, West and Machin is different from the present one in that it evaluated a pilot
programme with the purpose of finding the possibility of extrapolating the programme state
wide. While the present study intend to evaluate an institute distance learning programme with
the purpose of improving it.
In another study, Collins (2010) evaluated the Medical Education programme in England
(MEE). This report is based on an evaluation of the foundation’s programme five years after its
113 introduction in 2005. The terms of reference for the evaluation were to assess how successfully
the foundation programme is delivering against its original objectives, as well as against the
future needs of the National Health Service and of trainees. The evaluation sought evidence from
a variety of sources to ensure that its conclusions and recommendations would be as robust as
possible. Oral and written evidence was received from 67 organizations or sources closely
involved with medical education; and the evaluation reviewed over 285 publications. The Panel
also met with medical students and trainees; local trainers and others involved in the delivery of
the Programme; and hospitals strategic health authorities and the Department of Health (DH).
The evaluation analyzed a large body of evidence and found widespread support for the
foundation programme, but also a number of important issues which need to be addressed. The
findings among others include that (1) the Programme lacks a clearly articulated and generally
accepted purpose, and (2) that the lack of flexibility in the foundation programme has been
extensively highlighted in submissions. The evaluation thus recommended that MEE working
with its counterparts in the other UK countries – should confirm the purpose of the foundation
programme. Secondly, greater flexibility should be available within the programme, allowing
trainees to have greater input into the allocation of their specialty placements and rotations. This
study of Collins though adopted triangulation evaluated a medical programme while the present
study intends to evaluate teacher education programme.
Similarly, Stenbäck and Billany (2010) evaluated the North-South-South (N-S-S) Higher
Education Institution (HEI) Network Programme. The evaluation of the N-S-S Programme
examined the five years of implementation of the programme (including the pilot phase North-
South Programme) with a view to making recommendations for the next phase. The evaluation
was based on document reviews as well as field visits to case study countries (Nepal and
Uganda) and to HEIs in Finland to interview HEI senior officials and network participants.
114 Twenty-three of the 34 existing networks were covered in this manner, and the remainder were
interviewed by e-mailed questionnaires. This evaluation exercise found out that 1) the overall
programme objectives are in line with Finland’s development policies and priorities. 2) Impact
has mainly been positive, though to date this shows more clearly in individual rather than
institutional capacity development. While the programme and the individual networks are
generally well managed and organized, the evaluators recommended that there is room for
improvement in monitoring and evaluation of impact through using a log frame analysis at the
network planning stage. This will also support results-based rather than activity-based reporting.
Hence, Stenbäck and Billany concluded that the network objectives should focus more on needs
of both the Northern and Southern partners. This is because the N-S-S Programme is a valuable
asset to Finnish development cooperation as well as to the recipient higher education systems in
the South and it is worth continuing. This study of Stenbäck and Billany is dissimilar to this
present study in that it adopted goal based evaluation model while the present study will utilize
CIPP model.
Summary of Literature Review
This study is on the NTI PGDE by DLS in South- East Nigeria. The major thrust of this
chapter was to highlight the basic conceptual, theoretical and empirical factors on the subject of
investigation. Therefore, the review of literature was basically on sources like unpublished
thesis, reviews, dissertations, journal articles, texts and internet sources. With respect to teacher
quality and teacher education, literature reviewed revealed that enduring effort has been made to
improve teaching and learning in school through the NTI PGDE by DLS. Hence, the institute
was found to be keen in seeing its success. The abundance of this phenomenon is partially driven
115 by its policymakers who look for observable results from the programmes and partially driven by
the desire to improve these programmes through evaluation. Thus, there have been several
evaluative efforts targeted at this educational reform in an attempt to ascertain its merit and
worth. The common denominator in all the initiatives has been to improve the institute
programme delivery system through an assessment of the degree of the effectiveness of their
inputs.
With the literature reviewed, it could be seen that teacher education in Nigeria has
undergone important changes and shown notable advancement in recent years.Various interventions and
prrogrammes to improve teacher quality and quantity have been introduced and a need has been recognized to
apply evidence-based approaches on the impact of these interventions.Evaluation thus becomes an integral part of
these interventions and government efforts used to determine the effectiveness of programmes and ascertain that
the objective/outcomes have been achieved.
In the course of the literature review, Stufflebeam CIPP model was adopted as the
foundation of this study because its dimensions meets standards of utility, feasibility, propriety,
and accuracy. The CIPP model seems to communicate that it is something to be used as a helpful
guide. The model’s main theme is that evaluation’s most important purpose is not to prove, but
to improve. This implies that evaluation is a methodology that allows stakeholders to look at the results of what
can be done in an effective way to improve mankind through educational practices. Literature thus showed that
evaluation is one particular aspect of educational cycle which educational researchers are constantly performing in
one way or other to determine the worth, merit or significance of a teacher preparation programmes.
In the review of empirical studies, efforts were made to bring to limelight those related
works that have earlier been carried out with respect to NTI, distance learning, teacher education,
and programme evaluation. The researcher thus highlighted the essential context in which other
studies have contributed to empirical knowledge in these aspects. Some of the findings
116 emphasized that the implementation of teacher education programmes is still a far cry but vital to
any educational system. Thus, in the course of the empirical review, requisite and desire for
accountability presents a need for a holistic evaluation of the NTI PGDE in the South-East states.
This is because research has advanced to the point that we can improve upon the NTI programme
through evaluation. In fact, the complexity of accountability and performance improvement
practices today demands that educational evaluators do so. However, none of the studies
reviewed or a formal study known to the researcher has so far been carried out to determine the
context, input, process and product implementation of the NTI PGDE by DLS. This has created a
gap in literature. Given this paucity of empirical studies, there is need for a study of this kind in
South-East Nigeria.
117
CHAPTER THREE
RESEARCH METHOD
In this chapter, the methodology adopted in the study was discussed. It was discussed
under the following sub-headings: design of the study, area of the study, population of the study,
sample and sampling techniques, instrument for data collection, validation of instrument,
reliability of instrument, procedure for data collection and methods of data analyses.
Design of the Study
The design adopted for this study is an evaluative design. Specifically, a case study
evaluative design has been adopted in this study. Case studies evaluative designs involve in-
depth descriptive data (qualitative and quantitative) collection and analysis of individuals,
groups, systems, processes, programmes or organizations.In particular, the case study evaluative
design is most useful when evaluators want to answer ‘how’questions and when there is a need
to understand the particulars, uniqueness, and diversity of a programme. According to Alkin
(2004), case study evaluative design is used when evaluations are conducted for the purpose of
understanding the programme’s context, participants’ perspectives, the inner dynamics of
situations, and questions related to participants’ experiences. This is a useful synthesis of the
ingredients of context and serves to highlight the factors at play in the evolution and
implementation of a programme (Chen, 2009). A case study design is therefore most appropriate
for this study because it permits qualitative and quantitative data collection and allows for
triangulation of data.
118 Area of the Study
This study was carried out in the South East zone of the NTI study area. The South East
zone comprises of study centers in Anambra, Imo, Enugu, Ebonyi and Abia States. Most states in
this study area are classified as educationally advantaged states and are committed to achieving
Millennium Development Goals (MDG) through quality teacher education. The zone has also
been observed by the researcher to be rigorous in creating enabling environment for successful
implementation of teacher education programmes as evident in their respective policy
documents. Furthermore, the researcher observed that there is proliferation of teacher preparation
institutions (public and private) in the zone.
This zone is therefore chosen for this study because the various State Governments have
shown considerable commitment in up-grading and re-training of teachers to ensure the
realization of NPE objectives on teacher education and the MDG in secondary education. The
States have also been co-operating in crating enabling environment for successful
implementation of NTI programme in provision of study centers for NTI programmes.
Nevertheless, interactions of the researcher with the state coordinators and quality assurance
persons for the programme in the zone also indicate that, though the zone has been unwavering
in implementing the PGDE programme, there is no existing empirical study known to them in
respect to its evaluation. This necessitated the choice of the zone for this study.
Population of the Study
The population of this study comprised all the 722 students and 93 facilitators in the 14
accredited designated study centers of NTI PGDE by DLS in South East States. All the states
have 3 study centers each, except Ebonyi which has 2. Included in the population are all the 14
Centre Desk Officers (CDO) and 14 Centre Managers (SM) in the study area. The population of
119 this study also includes all the 11576 graduates and employers of NTI PGDE graduates in the
study zone. The population has also been extended to the National Open University of Nigeria
(NOUN) affiliate staff that these centres are responsible to. (See appendix: A)
Sample and Sampling Procedure
The sampling for this study used a multi-stage approach. The sample for this study
consists of 206 respondents. This includes 2 affiliate staff from the NOUN, 6 Center Desk
Officers, 6 Centre Managers, 6 employers/principals, 6 NTI PGDE graduates, 18 facilitators and
162 PGDE students. Simple random sampling technique was first used to draw 3 states from the
5 that constitute South East NTI study zone. At the state level, simple random sampling was also
used to drawout 2 study centers. This sampling technique was adopted so that all states and
centers could have equal chance to be included in the study without bias. Subsequently, stratified
disproportionate sampling technique was used to select 20 students and 3 facilitators from each
of the 6 centers drawn. Stratified disproportionate sampling technique was used at this stage to
allow for participation of respondents from each center. This could also aid in comparability of
findings across study centers and states.
Purposive sampling was subsequently used to select 2 NOUN affiliate staff who are
directly involved in NTI outreach programme. Others that were purposively sampled are 6
employers/principals of NTI PGDE by DLS graduates and 6 NTI PGDE graduates. Purposive
sampling was used at this stage because these respondents have a particular characteristic that is
of interest in this study. Convenience sampling was then used to select 7 students each from the 6
study centers to participate in focus group discussion. Convenience sampling was used at this
stage to involve only those students that are interested to participate in the focus group discourse.
Ex-officio, the sample afterwards included all the 6 Centre Desk Officers, and 6 Centre
120 Managers in the 3 States that was studied since their sub-population is manageable. (See
appendix: B).
Instruments for Data Collection
The instruments for data collection are classified under context, input, process and product
evaluation. (See Appendix C)
Instruments on Context Evaluation
Achievement of Objective Instruments (AOI):This instrument was used in context evaluation to
determine the extent to which the objectives of teacher education have been met by the NTI
through its PGDE distance learning system. The bench mark for this value judgment is synthesis
from TRCN teacher manual and the NTI set objectives for Post Graduate Diploma in Education.
This yields quantitative data on the extent specific objectives have been achieved in the first 10
years of the programme. This instrument consists of 15 items related to the objectives of the
study. It is a Likert-type format rating scale rated as very great extent, great extent, low extent
and very low extent.
Focus Group Protocol (FGP):This interview protocol was developed toelicitstudents’ perception
and experience of the programme they are enrolled in. It focuses on issues of concerns to the
participant. This focus groups involve about 7 participants from each center and typically lasted
about 45 to 90 minutes.
Centre Interview Schedule (CIS): The TRCN benchmark was consulted to construct questions
for this interview. The questions were informed by the objective of NTI programmes
highlighting feedback and student-instructor expectations. Although there are many other areas
where Center Desk Supervisors and Centre Managers’ input can provide important insights, the
121 number of questions was kept to a minimum in order to focus on known quality issues and to
respect interviewee time.
Employers Interview Schedule (EIS):This schedule was designed to elicit employers’ perception
of the NTI PGDE by DLS. It is focused on the expectations of the programme in meeting
employers’ needs.
Programme Challenge Questionnaire (PCQ):Thisis a 17 – item questionnaire developed to
ascertain the challenges in implementing NTI PGDE by DLS programme. It is focused on
finding out those challenges that militate against achieving the objectives of the programme.
Instruments on Input Evaluation
Input Resources Checklist (IRC):This checklist was used to determine the availability and
adequacy of input resources for the implementation of NTI PGDE by DLS. IRC was used to
check the available, not available, and ratio of the itemized input facilities as provided, facilitated
or completed by NTI in those designated study centers. This covers input facilities (human and
material resources) used to aid teaching and learning in the study centers. IRC contains a
summary of the basic input resources and amenities that make a study center conducive for
teaching and learning. IRC checklist is a distinctive baseline data collector because it goes
beyond determining the availability of these inputs to ascertaining their adequacy. Its items were
adapted from a pool of TRCN minimum standard for running a distance learning programme in
education. IRC contains a summary of items with rating in number available (NA) and number
not available (NNA) within a specified minimum standard as bench mark.
Facilitators’ Qualifications Checklist (FQC):Facilitators’ Qualifications Checklist (FQC) was
used to determine the availability of human resources implementing the PGDE curriculum. The
122 checklist was used with respect to the quantity and quality of manpower per course. FQC was
adapted from NUC minimum qualification for teaching in higher education.
Observational Checklist on Facilitators’ Effectiveness (OCFE):This checklist was developed to
observe facilitators as they deliver lectures. It was used to rank facilitators’ efficiency in service
delivery in class.
Curriculum Assessment Questionnaire (CAQ):This instrument was used to gather students’
assessment of PGDE curriculum text based on content. It is a 15 – item questionnaire with 2
open ended questions on students take on the PGDE curriculum. It is a Likert-type format rating
scale as very great extent, great extent, low extent and very low extent.
Course Facilitators’ Assessment of Distance Learning Questionnaire (CFADLQ):This
instrument was used to elicit facilitators’ assessment of the NTI PGDE programme. Section A is
requested for demographic informationwhile sections B is a 37 item rating scale in Likert-type
format. The response option weren Strongly Agree, Agree, Disagree and Strongly Disagree.
Instruments on Process Evaluation
Teaching/Learning Process Questionnaire (TLPQ):These items were developed to assess the
process facilitators adopt in implementing the PGDE curriculum. It is composed of 16 – item
rating scale and 4 – open ended items on the various strategies adopted by facilitators.
Adopted Evaluation Technique Instrument (AETI):This instrument was used to determine the
evaluation strategies adopted in the implementation of NTI PGDE programme by distance
learning system in the zone. It contains 8 evaluation techniques to be rated usingVery Often,
Often, Sometimes and never. The items reflect NTI assessment approaches to teaching and
learning that is consistent with student development and training. It also includes an open ended
items to ascertain what other approaches that can be used to actualize the objectives of the
programme.
123 Oversight Instrument (OI):This instrument contains 8 – items designed to determine the level of
oversight of the affiliated University in the NTI PGDE by DLS.
Instruments on Product Evaluation
Alumni Assessment Scale (AAS):This instrument was used to assess NTI PGDE alumni with
respect to the effectiveness of the programme they passed through. This solicits the degree of
NTI PGDE graduates change in behaviour as a result of their contact with the curriculum. The
ASS has two sections. Section A elicited such vital information as the number of years spent
before graduation and grade obtained at graduation.In section B, NTI graduates were required to
evaluate the PGDE programme by indicating from each side of the grid, that is the before taking
the courses side of the grid (the left hand side) and the after taking the courses side (the right
hand side) which best describe their competency levels as a result of their contact with the
curriculum. The response scale of the ASS is as Not Competent, Partially Competent, Competent
and Very Competent.
Teachers’ Effectiveness Scale (TES):This instrument was used to gather employers assessment of
NTI PGDE programme product effectiveness with respect to readiness for instruction; teacher
personality; teachers’ knowledge of the subject matter; classroom management skills;
questioning skills; communication skills; interpersonal skills; teacher enthusiasm; direct teaching
technical skills; indirect teaching technical skills; tests/examination skills and; teachers’
aspiration for professional growth/development. Section A is demographic while sections B – M
contained 122 items rating scale in Likert format. The rating were Strongly Agree, Agree,
Disagree and Strongly Disagree. (see Appendix C)
124 Validation of the Instrument
The instruments for this study were subjected to face validation. To ascertain the face
validity of the instruments, they were given to three experts in Measurement and Evaluation in
the University of Nigeria. The validators were requested to examine the instruments to ensure
that they were unambiguous and unbiased and that the items relate to the purpose of the study
and research questions. The instruments for data collection also passed through quality assurance
consultants for NTI programmes in the study area. These consultants were involved in the
validation process to increase the usability of the findings of the study. It is believed by
Stufflebeam (2003) that when stakeholders are involved in the evaluation process, a useful
contribution is made on the reliability and possibility of using the findings of the study. These
consultants were asked to make inputs with respect to the questions the institute would be
interested in finding answers to. They were free to make observations for modifications of the
items where necessary. When the entire instruments were collected back by the researcher, their
input and assessment of experts in Measurement and Evaluation hugely contribute in giving the
instrument focus and making the items more adaptive to the purpose of the study. Thus, after a
critical scrutiny of the validated instrument, their comments and corrections helped in the
modification and final development of the instrument.
Reliability of the Instrument
To ensure the reliability of the validated instruments, the researcher undertook an on sight
visit to an NTI PGDE study center outside the study area. There, the rating scales were
administered to respondents. The questionnaires were then tested for internal consistency with
Cronbach’s Alpha method of reliability. The choice of Cronbach alpha is because the items in
the questionnaire are polythomously scored(each response attracts a score). Using SPSS version
125 18.0, these coefficient values were obtained for the following instruments: Achievement of
Objective Instrument (AOI) = .81; Programme Challenge Questionnaire (PCQ) = .72;
Curriculum Assessment Questionnaire (CAQ) = .80; Course Facilitators’ Assessment of
Distance Learning Questionnaire (CFADLQ) = .81; Teaching/Learning Process Questionnaire
(TLPQ) = .77; Adopted Evaluation Technique Instrument (AETI) = .79; These reliability
coefficients were considered satisfactory to attest to the reliability of the instrument.
Procedure for Data Collection
The researcher approached the NTI South East zonal coordinators’ office with an
introductory letter from the Department of Science Education, University of Nigeria for
authorization to conduct an academic research in the selected study centers. The approval was
successfully gotten in written consent. This was used to approach the state coordinators for data
collection at their centers. In the conduct of the study, the researcher undertook personal visits to
the selected centers for data collection. There, the validated instruments were administered to the
sampled students, facilitators, Centre Managers and Center Desk officers after the purpose of the
study had been explained to them. This was however done with the help of six research
assistants; one in each of the centers visited. The research assistants helped in administration and
collection of questionnaire from the respondents. The research assistants were briefed on the
purpose and methodology of this study so that they could handle questions from the respondents.
With respect to collection of data with checklists, the researcher had guided tours of the
centers to observe the plant and input facilities. This means that the checklist was personally
‘checked’ by the researcher. With visit to the zonal and state coordinators’ offices, interview
appointments were approved. Questionnaire for National Open University of Nigeria staff was
mailed through the office of the zonal coordinator.
126
The researcher personally conducted the focus group meetings in each of the centers.
Participation of volunteers were facilitated by Centre Managers. For some ethical consideration,
names were not used in the focus group at any time. Participants in the focus group were thus
considered anonymous. Each participant was rather assigned a number. All information collected
in the focus group were tied only to the specified number in order to ensure confidentiality. The
focus group lasted approximately 45 to 90 minutes and was conducted during an agreed upon
time determined by the focus group participants. The researcher took notes of salient points
during the course of the discussion.
Method of Data Analyses
The collected data were arranged and analyzed according to the research questions that
guided the study. To interpret data obtained through questionnaire, mean and standard deviation
scores were used. Quantitative data collected were coded and analyzed using Statistical Package
for Social Scientists (SPSS) version 18.0. For its items, a mean of 2.5 and above indicate
acceptance (the acceptable mean set by the researcher is 2.5 and above). Checklists were
interpreted with reference to TRCN manual on minimum standard for teacher education. Ranks
were used to interpret the observational checklist.
In analyzing interviews and focused group discussions, a qualitative technique (analytic
induction) was used to present the findings. This involved a critical assessment of each response
and examining it using thematic interpretation in accordance with the main objectives of the
study and were then presented in narrative excerpts within the report. Interviews and focus group
data were thus qualitatively interpreted with reference to the objectives of the NTI PGDE by
DLS and the goals of this present study. Findings from different sources and groups of
respondents were triangulated to ensure their veracity.
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CHAPTER FOUR
RESULTS
128
The results of this study are presented in this chapter. The findings are analyzed and
presented in tables according to the research questions that guided the study.
Research Question One:
What is the context of implementing the National Teachers Institute Post Graduate
Diploma in Education by distance learning system in South East, Nigeria?
Question on context evaluation was answered with a rating scale on achievement of
objectives of the programme, focus group protocol, interview session with CDO and CM,
interview session with employers and a rating scale on the challenges of the programme.
Table 1: Mean ratings and standard deviations on the extent NTI has achieved the objectives of thePGDE programmein South East through distance learning system The NTI PGDE programme has been successful in X SD D Training and upgrade of teachers in cognate discipline 3.2 1.40 S providing background for teachers to go for further studies 2.9 2.23 S Producing teachers for the successful implementation of educational policies 2.4 1.35 NS
Providing opportunities for the training of teachers 2.6 1.26 S Promoting healthy learning environment. 1.7 1.34 NS Eliminating the inherent problems of teachers leaving schools for further training 2.7 1.29 S
Producing competent teachers who will demonstrate the knowledge of the subject in theories and principles 2.8 1.50 S
Motivating teachers to enroll and upgrade 2.9 1.42 S Distributing course materials to students 1.3 1.58 NS Providing orientation to teachers on effective pedagogy through workshops and seminars 1.7 1.30 NS
Producing highly motivated , conscientious and efficient teachers for secondary education 2.6 1.50 S
Encouraging further the spirit of enquiry and creativity in teachers 2.8 1.47 S Helping teachers fit into social life of the community and enhance their commitment to national goals 2.0 1.35 NS
Providing teachers with intellectual and professional background adequate for their assignment 2.8 1.41 S
Enhance teachers’ commitment to the teaching profession 2.2 1.21 NS Key: X = Mean; SD = Standard Deviation; D = Decision; S = Successful; NS = Not Successful
Table 1 shows the extent the NTI has realized its PGDE objectives in the South East
States. It displays the item by item Mean Scores (X) and Standard Deviation (SD) on the
responses. Since the acceptable mean score set by the researcher is 2.5 and above, one can
129 therefore deduce that the NTI has taken measures to implement her PGDE objectives and has
been successful intraining and upgrade of teachers in cognate discipline; providing
background for teachers to go for further studies; providing opportunities for the training of
teachers; eliminating the inherent problems of teachers leaving schools for further training
and in producing competent teachers who will demonstrate the knowledge of the subject in
theories and principles. Other areas of success of the programme are in motivating teachers to
enroll and upgrade; producing highly motivated, conscientious and efficient teachers for
secondary education; encouraging further the spirit of enquiry and creativity in teachers and;
providing teachers with intellectual and professional background adequate for their
assignment.
On the other hand, the programme has not been able to produce enough teachers for
the successful implementation of educational policies; promote healthy learning environment;
motivate teachers to enroll and upgrade; distribute course materials to students; provide
orientation to teachers on effective pedagogy through workshops and seminars; enhance
teachers’ commitment to the teaching profession and helpthem fit into social life of the
community and enhance their commitment to national goals. The high standard deviations of
the items suggest that there are high levels of disagreement of the respondents on the items.
Table 2: Mean ratings and standard deviations on the challenges in implementing NTI PGDE programmes by DLS Challenges encountered in implementing NTI PGDE programmes by DLS in the South East are X SD D
Poor accommodation for lecture halls 1.2 1.04 NC Poor funding of NTI programme 1.7 1.25 NC
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Poor management of NTI programme by coordinators 2.5 1.11 NC Delay of payment of course facilitators allowances or claims 3.8 1.20 C
untimely supply of course books to students 2.0 1.54 NC Inadequate supply of instructional materials 1.5 1.24 NC Ineffective use of varieties of teaching methods by course facilitators in teaching/learning 2.2 1.30 NC
Shortage of qualified course facilitators 1.5 1.27 NC Problem of accreditation of full science course in study centers 1.0 1.34 NC
Inefficient transfer process of students from one state to another 2.2 1.37 NC
Admission of unqualified student 2.2 1.29 NC Omission of students’ continuous assessment or examination scores 2.8 1.05 C
poor management and delivering of courses by facilitators
1.2 1.15 NC
Lack of proper guidance and counseling services in study centers 2.2 1.21 NC
Lack of infrastructures in the study centres (library, laboratory)
1.4 1.94 NC
Ineffective public address system 2.0 1.03 NC Poor performance of students 3.1 1.06 C
Key: X = Mean; SD = Standard Deviation; D = Decision; C =Not Challenging; NC = Not Challenging
Table 2 indicates that the major challenges encountered include delay of payment of
course facilitators allowances or claims; omission of students’ continuous assessment or
examination scores and; poor performance of students. These challenges are no doubt hindering
the smooth running of the centers in South East states. These findings suggest that the problem
of NTI distance learning programme is not in the policy that established it but in the
implementation.
Research Question Two:
What inputs are utilized in implementing the National Teachers Institute Post Graduate
Diploma in Education by distance learning system in South East Nigeria?
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Question on input evaluation was answered with a checklist on input facility, a checklist
on quality and quantity of facilitators, an observational checklist on facilitators’ effectiveness, a
rating scale on curriculum assessment, and a rating scale on facilitators’ assessment. Findings of
these instruments that required table analyses were presented below:
Table 3: Checklist showing the adequacy of input facilities for implementation of NTI PGDE programme by distance learning system
Input facilities provided Minimum Standard
Number Available Decision Rule
Classroom 1:50 per sdt Classroom=12:students=409 1:34
Adequate
Inside classroom with public address system
At least 2per center
Non available Not Adequate
Textbook on subjects At least 5 per subject
Textbook=112:Subject=13 9:1
Adequate
Duplicating machine 1 per center Non belonging to the center management
Not Adequate
Office stores 1 per center Non available Not Adequate
Teacher student ratio 1.30 Teachers=33:students=409 1:12
Adequate
Chairs and desk in the class room.
1 per student Chairs/desks=409:students=409 1:1
Adequate
Classroom windows At least 4 per class
Classroom=12:window=72 1:6
Adequate
Toilet system I per 30 students
Non available Not Adequate
Examination hall At least 1 per center
Exam hall=12:centers=6 2:1
Adequate
Library facilities/benches and stools
1 per center Non available Not Adequate
Laboratory size 10x8 and 12 x 9 square
1 per center Non available Not Adequate
Black board/white board 2 per class room
Board=24:classroom=12 2:1
Adequate
General course staff room
At least 1 center
Non available Not Adequate
Tutors with laptop All staff. 45 Adequate
Table 3 is on input evaluation with respect to plant and facilities provided at the study
centers. It shows the minimum standard as stated in the blue document that set up the NTI PGDE
programme by distance learning system. It also indicates the adequacy of availability of these
132 needed input facilities as used to implement the programme. This shows that the available
facilities that are adequate are class room; textbook on subjects, chairs and desk in the class room
and class room windows; examination hall and; black board/white board. The findings also
indicate that the teacher student ratio (1:12) is commensurate while the number of facilitators
with ICT facilities as laptop is adequate. The inadequate facilities at the center include inside
classroom display of public address system, cassettes, film/ videos / radio; duplicating machine;
office stores and; toilet system. Others are library facilities/benches and stools; laboratory size
10x8 and 12 x 9 square and general course staff room.
Table 4: Checklist showing the adequacy of human resources for implementing NTI PGDE programme by distance learning system curriculum
Courses No of facilitators
Facilitators’ qualifications
No of contact p/month
Foundations of education- historical, philosophical psychological and sociological
2 M.ED 3
Educational management 3 M.ED 2 Curriculum Organization and development 2 M.ED 3 Instructional design and development 3 M.ED 2 Vocational, career and guidance counseling 3 M.ED 2 Comparative education 1 M.ED 2 Special Teaching Methods for Individual Subject
4 M.ED 3
Tests, measurement and evaluation 2 M.ED 2 Educational research methods 4 M.ED 2 Statistical and data analysis 2 M.ED 2 Psychology of Learning 2 M.ED 2 Developmental Psychology 2 M.ED 2 Teaching practice 1 M.ED
Table 4 shows the number of facilitators per course and qualifications of NTI academic
staff used in implementing the PGDE curriculum. These indicate that on average, the institute
maintains the National Universities Commission (NUC)qualification ofMasters in Education as a
minimum qualification for teaching any post graduate course. With respect to ratio of facilitators
per course (1:2), it could be inferred that the number is sufficient since each course except
133 comparative education are taught at least twice a month as stipulated in the curriculum
implementation guideline for each cycle.
Table 5: Observational Checklist on Facilitators’ Effectiveness by CDO
Facilitators’ Characteristics Ratings 1 2 3 4 5 6 7 8 9 10
Instructor personality X Knowledge of the subject-matter X Classroom management skills X Questioning skills X Communication skills X Interpersonal skills X Enthusiasm X Direct teaching technical skills X Indirect teaching technical skills X Evaluative skills X
The notion of teacher training indicates that the facilitators’ characteristics are extremely
important. If facilitators are not well trained and groomed, they cannot effectively deliver the
concepts and techniques of teaching to the prospective teachers. In particular, Centre Desk
Supervisors were asked to observe and rank facilitators on major characteristics relating to their
effectiveness in the classroom. The findings are contained in Table 5 and shows that the
facilitators are above average in personality; knowledge of the subject-matter; questioning skills;
communication skills and; interpersonal skills. They were also ranked high in enthusiasm; to
direct teaching of technical skills and possessing evaluative skills. The facilitators were found
wanting in classroom management skills and indirect teaching technical skills were they
performed below average.
Curriculum textbooks I use in this programme are good in X SD D MEETING LEARNERS’ NEEDS AND INTERESTS: do you find the beginning activities attractive enough to catch the attention of all categories of students: the slow/fast learners; the high/low achievers
3.30 0.87 A
SIGNIFICANCE: the subject-matter are formed from basic ideas/concepts/principles and daily life experiences 3.0 0.80 A
VALIDITY: I do not find the content difficult to comprehend 2.3 0.81 NA
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Table 6: Mean ratings and standard deviations of students assessment of curriculum textbooks used in theprogramme
Key:A = Adequate; NA = Not Adequate
In this section of input evaluation, students were asked to assess the extent to which
NTIcurriculum textbooks used in the programme provide meaningful guidance based on the
reality of teachers lives. The instrument did not undertake a review of the general outlay of
curriculum used in the programme. The purposeof focusing on the curriculum textbooks is to
address the extent to whichteachers perceive their rationality and the extent to which they have
been adapted to meet the needs of individual learners. This shows that nearly all the students
agree on the suitability of the texts except on validity and gradient of difficulty of the content
which can be rounded up by stating that students find the content difficult to comprehend and;
secondly, the activities embodied in the content are not suitable bearing in mind the knowledge
level and the fact that they are mature student.
PRACTICABILITY/LEARNABILITY: The content is practicable enough for me to perform? 3.0 0.76 A
TRANSFERABILITY: I find the learning experiences embodied in the content transferable from school to life outside the schoolyard and from one learning situation to another?
2.8 0.86 A
GRADIENT OF DIFFICULTY OF THE CONTENT: The activities embodied in the content are suitable bearing in mind my knowledge level and the fact that I am a mature student
2.0 0.93 NA
FEEDBACK: There are workbooks, review questions and answers to help me judge my performances as to whether or not I have achieved specific objectives?
3.1 0.84 A
VARIETY: the curriculum activities provide me with various learning opportunities 3.0 0.93 A
RELEVANCE: The learning experience embodied in the curriculum are relevant to what I intend to achieve in this programme 2.5 0.92 A
BALANCE: The curriculum maintains a balance among the subject disciplines so that one subject area does not overshadow others? 2.9 0.93 A
SCOPE OF COVERAGE: Sufficient subject-matter is covered in each form/level? 2.9 0.91 A
CONTINUITY: The content and learning opportunities are continuous so as to ensure that I smoothly move from one concept level to the next, without difficulties in understanding what is taught at the higher level
2.5 0.86 A
SEQUENCE: The order of curriculum sequence and content allows for subsequent experiences to build on earlier ones 2.7 0.51 A
INTEGRATION: The learning opportunities are organized in such a way that I relate one field of knowledge to another 3.1 0.70 A
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Table 7: Mean ratings and standard deviations of course facilitators’ assessment of the NTI PGDE programme by DLS
Statement X SD D The NTI PGDE Distance Learning Scheme Scope
Sets moderate objectives for students 2.85 0.83 S Has a reasonable subject scope 2.70 0.87 S Selects contents, which reflect contemporary developments in knowledge 3.13 0.83 S Gives students sufficient learning experience 3.00 0.83 S Utilizes varieties of teaching methods 2.50 0.94 S Is relevant to Nigeria educational goals/objectives for teacher education at that level
2.71 0.74 S
Maintains continuity from one cycle to another 3.23 0.81 S Has well-sequenced learning content 2.84 0.80 S Has been successfully implemented 2.62 0.77 S
The Teaching/Learning Materials Consists of; Difficult textbooks written for students 2.73 0.69 S Inadequate guide material for course facilitators 2.69 0.46 S Insufficient textbooks for students 3.16 0.44 S Books supplied at unaffordable prices 2.06 0.34 NS Write ups without study guides 2.10 0.49 NS
The Study Centre Activities Consist of well-organized weekend activities for students 2.50 0.67 S Utilizes good student centered approaches 2.55 0.67 S Are sufficient for students to achieve their personal goals 2.90 0.29 S Makes the study centers to be vibrant 2.03 0.55 NS
NTI Tests/Examinations Are usually well organized 2.85 0.35 S Are usually free from malpractices 2.43 0.69 NS Are fair to every student 3.24 0.43 S Are usually valid 2.90 0.29 S Have reliable results 2.60 0.49 S
NTI Course Facilitators Attend classes regularly 2.83 0.69 S Are punctual to classes 369 0.59 S Are enthusiastic for their work 2.98 0.13 S Carry moderate work loads 2.99 0.59 S Relate well with students 3.20 0.35 S Are effective teachers 3.04 0.24 S
NTI Students Are punctual for classes 2.34 0.33 NS Are regular for classes 2.40 0.81 NS Show much interest in studying 2.33 0.93 NS Have good understanding of textual materials 2.10 0.86 NS Follow usable rules/regulations governing the center 2.64 0.94 S Have aptitude for higher education 3.00 0.76 S Make useful contribution in the process of teaching and learning 2.55 0.63 S Are generally good 3.03 0.46 S
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Findings on facilitators’assessment of the NTI PGDE programme are summarized in
Tables 7. For simplicity, these areas were grouped into six major purviews namely assessment
of: general scope the programme; teaching/learning materials; study center
activities;tests/examinations;course facilitators and; students. The results show that facilitators
rated the programme moderately high. Thus, it suggest that access to and components of the NTI
PGDE programme help students acquire certain knowledge, attitudes, strategies and skills
needed to be effective teachers. Respondents also indicated that they are relatively comfortable
with the teaching/learning materials available. While the study center activities are thought to be
sufficiently engaging but not vibrant.With respect to evaluation, facilitators believe that test
administration is valid but not usually free from malpractices. From the table, it can be seen that
the course facilitators gave themselves very high ratings on all aspect while students were found
wanting in punctuality and interest.
Research Question Three:
What is the implementation process of the National Teachers Institute Post Graduate
Diploma in Education by distance learning system in South East Nigeria?
Questionon process evaluation was answered with a rating scale assessing facilitators’
activities, a rating scale on adopted evaluation technique, and a rating scale on oversight
functions of the NOUN.
Table 8: Mean ratings and standard deviations of students’ perceptionof the activities of facilitators Facilitators activities X SD D facilitators use different ways to group students in the classroom (pair work, group work, individual work and whole-class work)
2.37 .86 NS
Facilitators’ set up rules and routines were clear 3.08 .78 S facilitators check students' learning process to carry everyone along 2.61 .88 S Facilitators give equal attention to all students in the class 3.11 .82 S The teaching methodology used by facilitators are helpful and effective 2.28 .96 NS Facilitators present tasks in an interesting and enthusiastic way which made the tasks seem achievable to the students
2.45 .80 NS
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Facilitators boost students' self-confidence in adopting learner centered pedagogy
2.23 .88 NS
When needed facilitators are available for guidance and advice
3.09 .83 S
Facilitators give feedback to me about what I had done and what I still needed to work on
2.50 .91 S
Facilitators give me sufficient feedback on my performance in the assignments/quizzes/exams
2.86 .88 S
The marking received by facilitators are fair 2.57 .87 S Quiz/exam results demonstrated my actual proficiency in ability 3.02 .80 S Facilitators set out the assessment criteria before the tests 2.62 .88 S Homework /assignments are relevant to course objectives 2.81 .97 S Interaction between students are assessed 1.31 .99 NS Facilitators choose different materials or activities in order to assess your non cognitive domain
2.17 .85 NS
Key: S = satisfactory; NS = Not Satisfactory
Table 8 indicates 16 classroom behaviours of facilitators as identified by students. This
shows that facilitators’ set up rules and routines that are clear; check the students' learning
process to carry everyone along; give equal attention to all students in the class; are available for
guidance and advice when needed; give feedback about what students had done and what they
still need to work on; give sufficient feedback on performance in the assignments/quizzes/exams;
the marking given to students are fair, hence; Quiz/exam results received demonstrates students’
actual proficiency in ability. Facilitators were also rated high in setting out assessment criteria
before the tests; giving out HW /assignments that are relevant to course objectives. Students
however indicatedthat they are not satisfied with their course facilitators with respect to use
different ways to group students in the classroom (pair work, group work, individual work and
whole-class work); adopting teaching methodology that are helpful and effective and in;
presenting tasks in an interesting and enthusiastic way to seem achievable to the students. The
result also show that facilitators were also found wanting in boosting students' self-confidence by
adopting learner centered pedagogy; assessing interaction between students and; choosing
different materials or activities in order to assess non cognitive domain.
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Table 9: Mean ratings and standard deviations of Alumni assessment of techniques adopted in evaluating students’ achievement
Assessment Technique X SD D Quizzes 2.9 .94 U Midterm Exam 1.1 .86 NU Final Exam (one short) 1.4 .75 NU Homework/ Assignment 3.1 .76 U Class performance (seminar) 1.5 .83 NU Participation and attendance 1.2 .83 NU Oral report 1.2 .90 NU Teaching Practice 2.2 .94 NU
Key: U = Utilized; NU = Not Utilized
Table 9 gives a summary of responses obtained in the questionnaires that were filled by
NTI PGDE graduates in relation to the major evaluation techniques used in assessing their
progress. This shows that the centers very often evaluate student progress through continuous
assessment procedures as quizzes and homework/assignment. However,midterm exam; final
exam (one short); class performance (seminar); participation and attendance and oral report are
not often utilized as a form of assessing students’ progress in the programme. Interestingly, the
results also suggest that teaching practice exercise is really organized to expose students to real
life experience of the world of work they will meet after graduation.
Table 10: Mean ratings and standard deviations of supervisory role of NOUN
S/N At the NTI study centers NOUN: X SD D 1 Routinely supervise NTI programme on semester basis 3.42 0.55 S 2 Routinely inspect to ensure minimum accreditation status 3.10 0.32 S 3 Inspect departmental facilities for teaching and learning 2.55 0.36 S 4 Monitor facilitators’ qualification 3.21 0.54 S 5 Inspect facilitators’ population per department 2.51 1.57 S 6 Inspect laboratory facilities 1.88 0.94 NS 7 Inspect buildings conduciveness for learning 2.50 0.53 S 8 Inspect library facilities 1.58 0.97 NS
Key: S = Supervised; NS = Not Supervised
Table 10 shows the extent to which the National Open University of Nigeria carries out its
supervisory functions as the affiliate institution. This result strongly suggests that to a great extent
139 the NOUN are in check of the implementation process of the programme in the zone. When such
data is triangulated with the findings on interview schedules of the coordinators and the center
managers, it was learnt that technical committees have been established in each state for proper
monitoring, coordinating, and supervising of NTI programmes.There were no inspection of
laboratory and library facilities. This is not strange because according to the findings of the checklist
on input evaluation, these facilities are not provided at the center. However, the NOUN sees
supervision as a vital process used to promote teaching and learning performance. Supervision of
the school programme is a necessary condition that must be put in place to ensure that planning and
implementation of the institute programmes are successfully carried out. Implementing minimum
standard and ensuring that the institute regularly train and retrain her facilitators among others were
mentioned as priority areas of NOUN.
Research Question Four:
What are the outcomes of the National Teachers Institute Post Graduate Diploma in Education by distance learning system in South East Nigeria?
Question on product evaluation was answered with an Alumni assessment scale and a
rating scale of employers on teachers’ effectiveness.
Table 11:self-evaluation of NTI PGDE graduates on imbibed skills/competencies/abilities
Skills/Competencies/Abilities Mean Gain Made
I could/can Before After Adopt learner centered instructional strategies 2.3 3.7 1.4
Appreciate individual difference in my students 3.6 3.7 0.1
Encourages students to participate in class work 3.0 3.9 0.9
Encourages my students to ask questions 3.4 3.6 0.2 Facilitates discussions among students 2.2 3.3 1.1 Demonstrates simple experiments for my students 2.0 2.1 0.1
Relates information presented in the lesson to students’ lives
3.5 3.8 0.3
140
Utilizes instructional materials appropriately 3.1 3.3 0.2
shows similar expectations for both boys and girls 3.8 4.0 0.2
Ensure that students receive equal time and attention regardless of their background
3.6 3.7 0.1
Maintains an engaging class, without pressuring the students
2.7 3.8 1.1
Communicates both verbally and nonverbally in a positive and friendly manner
2.1 3.1 1.0
Adapts lessons for students with special learning needs
2.2 2.3 0.1
While the pupils are working, the teacher moves around the classroom to provide support and guidance
3.4 3.8 0.4
I addresses students by name 3.6 3.6 0 Encourages group study and cooperative learning 3.1 3.8 0.7
Use continuous assessment in evaluating learning achievement
4.0 4.0 0
Assesses pupils with different evaluation techniques 3.1 3.4 0.3
Table 11 illustrates a self-assessment rating scale of NTI PGDE graduates who were
requested to evaluate themselves with respect to specific gains of the programme they underwent
on their classroom practices. The responses were based on a 4point likert-type scale in which
they were asked to tick the alternative that best described their opinion before taking NTI PGDE
courses and after taking NTI PGDE courses. In the scale, participants indicated the extent to
which the PGDE programme helped them acquire specific classroom skills, competencies and
abilities. As the findings indicate, participants were unanimous with regard to most of the
knowledge, attitudes and abilities which the PGDE programme has helped them to acquire but as
indicated in the last column, the marginal change in behaviour was marginal.
Teachers’ Effectiveness Scale Table 12: Effectiveness of NTI PGDE Graduates
Teacher Readiness for Instruction X SD D
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Writes good lesson notes 3.29 0.69 E Formulates adequate instructional objectives 3.34 0.66 E Selects relevant instructional materials 3.27 0.69 E Provides for step-wise lesson preparation 3.54 0.35 E Prepares coherent lesson plans 3.39 0.62 E Explores the environment for useable instructional resources 3.40 0.61 E Sets appropriates expectations for students 2.46 0.33 I 3.24 0.56 E
Teacher Personality Shows interests in individual students 3.51 0.50 E Has patience with students 3.49 0.53 E Smiles in class 3.46 0.53 E Is neat in appearance 3.49 0.53 E Is generally friendly 3.39 0.55 E Looks well-groomed 3.46 0.57 E Dresses shabbily 3.37 0.56 E Wears neat hair 3.36 0.61 E Works with self confidence 3.27 0.72 E Appears vibrant in class 3.32 0.71 E Over-dresses for class 3.27 0.68 E Handles lessons with confidence 3.34 0.69 E Is an excellent teacher 3.31 0.71 E 3.39 0.61 E
Teachers’ Knowledge of The Subject Matter Demonstrates mastery of the subject-matter 3.24 0.71 E Is generally literate 3.24 0.70 E Feels at home with numeracy skills 3.18 0.71 E Knows but cannot deliver 3.36 0.58 E Is generally knowledgeable in subject-matter area 3.42 0.61 E 3.29 0.66 E
Classroom Management Skills Goes around helping students in class 3.10 0.58 E Has a nature’s corner in class 2.92 0.60 E Formulates rules/regulations binding students 3.38 0.60 E Punishes offenders 3.32 0.67 E Keeps students’ attendance records 3.35 0.66 E Keeps records of students’ performances 2.74 0.64 E Orderly manages chalkboard space 3.28 0.71 E Maintains orderliness in class 3.25 0.64 E Uses class time effectively 3.29 0.68 E 3.27 0.64 E
Questioning Skills Interspaces Questions in the course of lesson delivery 3.21 0.72 E Fairly distributes questions to reach everybody 3.27 0.66 E Asks direct questions 3.26 0.65 E Asks questions that require high cognitive skills 3.31 0.62 E Repeats questions 3.30 0.66 E Answers own questions 3.21 0.67 E Repeats students’ answers 3.30 0.64 E Gives insights into questions 3.11 0.61 E 3.25 0.65 E
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Communication Skills Makes orderly/logical communication of information 3.14 0.70 E Talks clearly 2.80 0.83 E Speaks fluently while teaching 2.94 0.62 E Amplifies students’ responses 2.90 0.76 E Gives students attention 2.84 0.79 E Uses vocabulary appropriate for the class 2.92 0.13 E Explains sometimes in vernacular 2.54 0.73 E Talks while writing on the board 1.98 0.71 I Establishes eye contact with students 1.58 0.67 I Varies pitch, stress and tone 2.16 0.77 I Makes facial expressions 2.46 4.59 I Writes legibly on the chalkboard 2.14 0.39 I Communicates effectively in English language 1.10 0.32 I Writes well in English language 1.15 0.36 I Lacks self-expression 3.21 0.54 E Makes spelling mistakes on the board 2.51 1.57 E Demonstrates the ability to read and understand professional material
1.88 0.94 I
2.37 0.91 I Interpersonal Skills
Is friendly with students 2.54 0.73 E Praises students when they do well 1.98 0.71 I Asks the class to clap for those who do well in class 1.58 0.67 I Smiles at the students 2.16 0.77 I Informs students of their progress 2.46 4.59 I Encourages students to participate in class 2.14 0.39 I Has a good rapport with people 2.11 0.73 I Calls students by name 1.53 0.94 I Jokes with students 1.66 0.61 I Accepts students’ ideas 1.40 0.93 I Criticizes students 1.09 0.29 I Is harsh to students 1.56 0.37 I Is warm to students 2.94 0.71 E Punishes students 2.16 0.87 I Makes students to answer questions 3.20 0.76 E 2.03 0.94 I
Teacher Enthusiasm Starts classes promptly 1.92 0.72 I Varies tone and pitch 1.62 0.75 I Makes frequent demonstrative movements 2.37 0.68 I Makes facial expressions to show joy, sadness, awe etc. 3.07 0.52 E Uses many adjectives and descriptive words 1.99 0.65 I Works with vigour 1.68 0.49 I Has a high degree of drive and vitality 2.94 0.55 E Is enthusiastic for his/her work 2.02 0.63 I 2.20 0.62 I
Direct Teaching Technical Skills Asks students questions 3.22 0.74 E Gives notes of lessons to students 2.88 0.82 E Utilizes advance organizers in lesson presentation 2.70 0.71 E
143
Uses teaching/study guide 2.52 0.81 E Appears resourceful in lesson delivery 2.86 0.76 E Uses varied teaching methods 2.84 0.26 E Guides students to select learning activities 2.24 0.91 I Talks most often in class 3.45 0.67 E Tells stories to students 3.35 0.88 E Reads for students to listen 3.76 0.50 E Makes students stay quietly 3.73 0.51 E 3.05 0.69 E
Indirect Teaching Technical Skills Encourages students to participate in class 2.6 0.57 E Accepts contributions from students 2.3 0.85 I Makes students work in groups 1.2 0.70 I Provides for individual differences 2.2 0.78 I Develops lesson notes as he/she teaches 2.0 0.08 I Takes students out on excursions 1.0 0.88 I Uses students’ ideas in teaching 2.2 0.85 I Praises students when they make contributions 2.7 0.89 E 2.03 0.70 I
Tests/Examination Skills Gives homework/assignment 3.7 0.94 E Marks homework/assignment 2.2 0.60 I Sets fair examination questions 2.4 0.63 I Marks test/examinations 3.4 0.78 E Assigns difficult work to students 3.8 0.80 E Is fair in marking test/examinations 3.7 0.67 E Relates evaluation with instructional objectives 3.4 0.90 E Keeps records/charts of students’ progress 2.4 0.71 I Makes encouraging comments in students’ work-books 3.5 0.78 E Gives continuous assessment to students 3.5 0.64 E Gives high scores to the same students 3.3 0.72 E Coaches students for success in final exams 3.6 0.63 E Coaches students for success in external exams 3.4 1.05 E Helps students to develop self confidence in taking examinations through nice comments 1.2 1.15
I
3.11 0.79 E Teachers’ Aspiration For Professional Growth/Development
Has interest for further education 3.7 0.42 E Has enrolled for higher education 3.3 0.58 E Reads very widely 2.7 0.50 E Reads textbooks and teacher’s guides 3.5 0.50 E Is a member of a professional body 3.5 0.64 E Attends professional conferences 3.7 0.45 E Longs for professional growth development 3.8 0.40 E 3.46 0.50 E
Key: E = Effective; I = Ineffective
144
Employers’ assessment of the NTI PGDE produced teachers is one of the most effective
measures of the programme performance since they are the direct consumer of the product. Thus,
having been supervising NTI PGDE graduates over some time, identified employers were
requested to provide their rating of NTI PGDE products working under them. For simplicity, the
key priority areas were grouped into 12 major themesand the table above shows that teachers
were found to be effective (3.24)with respect to readiness for instruction; effective (3.39)in
teacher personality; effective (3.29) inteachers’ knowledge of subject matter; effective (3.27)
inclassroom management skills; effective (3.25) inquestioning skills; ineffective (2.37)
incommunication skills; ineffective (2.03) ininterpersonal skills; ineffective (2.20) inteacher
enthusiasm; effective (3.05) indirect teaching technical skills; ineffective (2.03) inindirect
teaching technical skills; effective (3.11) intests/examination skills and; effective (3.46)
inteachers’ aspiration for professional growth/development.In the questionnaire, participants
were asked to indicate with respect to these purviews which the NTI PGDE programme has
helped the teachers address. The responses were based on a 4point likert-type scale on which
they were asked to tick the alternative that best described their opinion. The results show that
employers rated the NTI PGDE produced teachers moderately high in all areas but in teacher
enthusiasm and indirect teaching technical skills.
Summary of the Findings of the Study
The major findings show that:
1. The objectives of the NTI PGDE by distance learning system have significantly been met
in the South East Nigeria
145
2. With respect to input evaluation, it was found out that the programme is adequately
staffed but most vital educational services and facilities are inadequate at the study
centres
3. The implementation process of the NTI PGDE by distance learning has been responsive
to the objectives the programme
4. The NTI PGDE by distance learning system has helped teachers advance in classroom
skills, competencies but are rated low on flexibility and vitality
CHAPTER FIVE
DISCUSSION OF THE FINDINGS, CONCLUSION, RECOMMENDATIONS AND
SUMMARY
This chapter presents the discussion of the findings, conclusion, recommendation and
summary of the study.
Discussion of Findings
The findings of the study are discussed in line with the research questions that guided the
study. Specifically, the study was discussed according to the following sub-headings:
§ Extent to which the objectives of National Teachers Institute Post Graduate Diploma in
Education by distance learning system programme has been achieved in South East
Nigeria
§ Availability of input facilities for the implementation of National Teachers Institute Post
Graduate Diploma in Education by distance learning system programme in South East
Nigeria
§ Implementation process of the National Teachers Institute Post Graduate Diploma in
Education by distance learning system in South East Nigeria
146 § Outcomes of the National Teachers Institute Post Graduate Diploma in Education by
distance learning system in South East Nigeria
Extent to which the Objective of National Teachers Institute Post Graduate Diploma in
Education by Distance Learning System Programme has been Achieved in South East
Nigeria
Achievement of Objectives of the NTI PGDE by DLS
Research question one was formulated to probe factors relating tocontext evaluation of
the NTI PGDE programme.It sought to find out the extent measures have been implemented to
realize the programme objectives.Findings suggest that the objectives of the programme are met
in the South East.This is as a result of the fact that most participants in the programme to a great
extent agree that the programme has been successful in training and upgrade of teachers in
cognate discipline; providing background for teachers to go for further studies; providing
opportunities for the training of teachers; eliminating the inherent problems of teachers leaving
schools for further training; producing competent teachers who will demonstrate the knowledge
of the subject in theories and principles; motivating teachers to enroll and upgrade; producing
highly motivated, conscientious and efficient teachers for secondary education; encouraging
further the spirit of enquiry and creativity in teachers and; providing teachers with intellectual
and professional background adequate for their assignment.These findings are similar to those
found by Osong (2014) which evaluated the National Teachers Institute Nigerian Certificate in
Education programme by Distance Learning System in Cross River State using the CIPP model
of evaluation. The findings of Osong show that the NTI in Cross River state has taken measures
to implement and has achieved her NCE objectives through distance learning system.
The findings of the present study alsoechoes those of Osunde and Omoruyi (2004) when
they evaluated the manpower training program for teaching personnel in mid-western Nigeria by
147 the National Teachers Institute. The findings of Osunde and Omoruyi showed that the NTI
programmes are fairly effective in upgrading the skills and knowledge of participating teachers.
It was also discovered that the programs have impacted on the level of performance of the
participants in their subject area.The findings of this present study also reiterate those of
Okodoko and Samuel (2009) whichevaluated the implementation of NTI NCE mathematics
curriculum by distance learning systemin Bayelsa state, Nigeria. The findings of Okodoko and
Samuel revealed that the NCE Mathematics curriculum by distance learning system is effectively
implemented in through NTI DLS.
On the whole, these findings validate those of Junaid’s(2011) study which evaluated the
capacity building of NTI as part of an overall assessment of the impact of a capacity building on
the staff and Open and Distance Learning (ODL) programmes of the institute on one hand, and
the wider target beneficiaries (teachers) on the other. Junaid’s findings suggests that the NTI
model of integrating course development and production and the high quality professional
development programmes combined to create a highly effective strategy for improving the
quality of programmes and course materials on the one hand, and the institutional and technical
competencies of the Institute on the other which has made attainment of NTI objectives realistic.
The study therefore concluded that the idea of the capacity building project in improving existing
functions and activating existing resources of the Institute is very encouraging. Hence, the
delivery model of integrating course development and production, the high quality professional
development programmes and the use of specialists in training combined to create a highly
effective strategy for improving the quality of programmes and materials as well as enhancing
the institutional capacity of the Institute in meeting her objectives.
Triangulated data also indicates that measures are actually implemented by the institute to
realize NTI PGDE objectives in South East. This is because Center Managers consistently
148 showed positive attitude to the different items of the questionnaire designed to elicit their
responses in relation to the significant achievement of the objectives of the NTI PGDE. From the
interviews with the Center Managers, it was possible to gain their views on the context of the
programme on which there is a consensus amongst them that the programme is in the right track
of meeting its objectives. Nevertheless, an area of emphases by Center Desk Officers relates to
facilitating a conducive environment that can help teachers internalize and actualize the
educational norms being used in the society. In this context, statement like “our curriculum is
designed to be flexible and relevant enough to enable teachers fit into social life of the
community and enhance their commitment to national goals” was made by Center Managers. In
this regard, it is imperative for NTI to provide opportunities for collaborative and interactive
learning so as to enrich students learning experience. Correspondingly, a Center Manager
asserted thus; “ideally, our teacher training programmes provides time for listening and
discussion, something that teachers also need to be encouraged to incorporate into their own
work”.
This supports such Alumni responds that the distance learning scheme offers teachers the
opportunities for more knowledge acquisition by providing background for them to go for further
studies to prepare oneself for the future and has significantly changed their attitudes to students.
These go to confirm that most had transformative perception of learning in the course of the
programme since teachers believe that the programme encourages further the spirit of enquiry
and creativity in them. These responses add further proof that NTI PGDE programme has been
successful in producing competent teachers who demonstrate the knowledge of the subject in
theories and principles and are thus providing teachers with intellectual and professional
background adequate for their assignment.
149
From the perspective of employers of labour there is still a lot that needs strengthening to
make NTI PGDE products qualify as effective implementers of educational policies. To
emphasize this point, interviews with Alumni and focused group discussions conducted with
students suggest that in designing the curriculum, it was strongly felt that the programme be
restructured to emphasize pedagogy and teaching practice since majority of the students are
already bias in a certain content area. However, recognizing that certain features of pedagogy
and practice dominate the curriculum, results of interviews with employers show that they
believe that evaluation technique should be adjusted to make outcomes more adaptive to the
nature of task students will be facing in the line of duty. To this end, it was recommended by the
employers and Alumni that the curriculum be fully self-contained and includes practical and
current practices in education. For instance, a respondent mentioned that “such activities will
help in equipping and treating learners as subjects who have the capacity to think and behave
through interactive learning process”. In this regard, the ultimate goal of the programme would
be to provide teachers with intellectual and professional background adequate for their
assignment.
With respect to the context of the NTI PGDE programme, aspects explored within the
career domain in the focus group discussion and interviews conducted with the Center Managers
and Center Desk Officers strongly suggest that a significant proportion of the respondents
exhibited positive perceptions in most of the items towards the achievement of the objectives of
the programme. This means that through proper implementation, students will be able to explore
and broaden their options in planning such career activities as locating the available employment
opportunities, relating their learning and personal qualities with the work they intend to seek and
hence improve practice in the classroom. This will also help graduates make informed career
decisions; job seeking and skills of job keeping which will enable them employ strategies to
150 achieve future career success and awareness of teaching techniques. Therefore, training through
NTI PGDE programme is important for students to exhibit knowledge of themselves, their skills,
educational plans, future dreams, and predictions for the future to develop life and career plans
that include short and long term goals and demonstrate knowledge of effective characteristics.
Focus Group Discussions
Focus group discussions explored the extent to which the NTI has met with the
expectations of participants in the PGDE programme. Findings indicate that participants are
fairly satisfied with the programme and positive about the numerous opportunities it offers their
career growth. This validates the potential benefits of the programme to teacher quality in the
study area. In the course of focus group discussion, students provided examples of how the
institute reached out to encourage their involvement in meaningful ways, saying things like,
“Yes, support staff (Center managers and Center Desk Officers) have been involved in effective
coordination of learning activities at the centers to give us value for our money.
An overwhelming majority of participants also felt that the programme places high value
on supporting their career growth. For instance, students had very positive things to say about the
level of facilitators’ and administration involvement and commitment at the centers, such as: We
usually have face to face contacts with facilitators on weekend basis which provides
opportunities for learner-learner, tutor-learner and instructional media-learner interactions.
Moreover, not a few students say that: facilitators are also accessible all through the week
because most of them don’t mind us calling them on phone on issues concerning our progress in
the programme. This is consistent with the findings of Etuk, Akpanumoh, Etudor and Ngerebara
(2008) that NTI distance learning students had a lot of face-to-face contacts both with the course
151 tutors and with fellow students when they carried out a study on distance learning and teaching
effectiveness.
However, participants’ social and emotional learning seemed to be an issue at many
centers, with students reporting sarcastic responses from facilitators when their expectations are
not met or a situation of perceived dullard. For instance, one in three students reported that
facilitators in their centers say unkind things to them when they fail to answer questions
correctly. This may undermine teaching and learning and lead to such situation as found by
Olakulehin and Ojo (2008).They found that many of the respondents had difficulty coping with
the demands of the programme; some others had problems identifying suitable research topics
and; supervisor problem, among others, constituted the major challenges facing many of the
respondents. Hence, more strongly a student felt that perceived inaptitude leads to insult, the
more likely that student prefers to avoid contact sessions. In consequence, 1 in 4 participantsin
the focus group discussions reported that sometimes they did not want to come to school to
receive insult since they can read up what would be taught.
These suggest that facilitators may have focused on some areas of giving participants
value for their money but not extended theinkling to respectful treatment of students at the
centers. Consistent with such values are attitudes which should be nurtured in the teaching and
learning process and which strongly influence the process, quality and the outcomes of learning
activity. It is therefore expected that through respectful treatment, teachers will develop the
necessary attitude to be effective teachers. These values are also expected to provide teachers
with intellectual and professional background adequate for their assignment.
When asked to respond to the survey item of “does the institute do a good job teaching
students what they really need to know?” most students felt that the topics they were studying in
classes are interesting, and that the programme is doing a good job in teaching them what they
152 really needed to know. This finding is congruent to those of Murphy (2000) which evaluated a
distance education course designfor General Soils course programme with the purpose of
appraising the course design with respect to educational effectiveness and learner satisfaction.
Murphy findings show that the course design developed for the delivery of distance learning
accomplished the primary objective of creating a location-neutral learning experience for the
students; students performed equally well regardless of location or method and; learners
completing the course were satisfied with their experience overall. The findings also show that
there was no significant difference in learner satisfaction found between the students collocated
with the instructor and the distance learners. Thisfinding supportsliterature that student-student
and student-instructor interaction is positively correlated with learner satisfaction.
In order for teachers to adequately adapt their lessons to better support the learning of
individual students, they must first take note of how each student is progressing and areas of
difficulty he or she may have. This is because student disengagement from school is a serious
issue in Nigeria, and students who feel that their teachers are not aware of or interested in their
individual needs may be more likely to disengage from school.This study therefore probed
whether theNTI PGDE centersprovided such an environment where facilitators took note when
teachers had difficulty with their lessons. Not a few participants in the focus group reported that
their facilitators notices if they are having difficulty with their lessons, but there were some
centers where this was not the case. Correspondingly, triangulated data indicate students who are
in centers with a high level of attentiveness from facilitators (based on student report) were
significantly more likely to look forward to coming for weekend contacts and to want to
complete the programme when compared with opinion of students from centers with the least
empathicfacilitators.
153
Accordingly, in the focused group discussions, when participant were asked to describe
the major improvement needs of the programme, quite a good number of answer were given but
it was a majority opinion that a lot still needs to be done in provision of basic services and
facilities at the center. For instance, triangulated data revealed that there is little or no provision
of student social services to support students’ learning or related issues such as counseling
services. This is because students’ expectations in the programme may be too high and appear to
be unrealistic. There is no gainsaying thefact that the expectations of students in the focus group
discussion are high. This is because students who volunteered to participate in the focus group
may have been those who need to lend a voice to their dissatisfaction or were most
uncomfortable with certain aspect of the programme. Their reservations are however areas for
the institute to consider focusing on since research has shown that there are significant
relationship between the provision of such vital school services as counseling and conducive
environment for learning (including a climate where students are respected and their career path
supported) and attainment of educational objectives.
Nevertheless, participants’ body language strongly suggests that they are determined to
develop their skills and potentials before graduation. Additionally, according to their
demography, those not teaching are expecting their future careers to be related to education
involving teaching or educational administration. Hence, it would appear that the NTI PGDE
programme is currently considered a worthwhile experience and qualification to be an effective
teacher. Most are optimistic that it is possible to achieve the desired proficiency and skill level
needed to be an educator through this programme. However, not many of them appear to agree
that their motivation to enroll is good and they reaching a high proficiency level in teaching
skills depend on their own involvement and dedication to their learning. Some rather believe that
their success definitely depends on the facilitators and challenges inherent in distance learning
154 system. Nonetheless, many agree they can recommend this programme to a friend or colleague.
This goes a long way to gauge participants’ level of satisfaction with the programme.
Interviews with Center Managers and Centre Desk Officers
In planning and implementing any teacher education curriculum, a rudimentary
consideration is presenting the learning content in a flexible way in order to satiate the individual
difference of learners. Such would provide learners the opportunities for transfer of learning
inputting different theories in actual practice and mastering different teaching techniques. But
achieving these requires selecting materials which the students are interested because interest in
class work, tasks and assignments can increase their motivation. The findings of the
studyindicated the significance of facilitators in interpreting the curriculum to reflect these. In the
course of interview with Center Managers and Centre Desk Officers, it was observed that course
facilitators used by the institutes go through induction programme at the beginning and
subsequently attend refresher courses and capacity building periodically. During these refresher
courses, the facilitators are exposed to culturally relevant pedagogy. They are made to
experience effective practices that demonstrate multicultural issues and illustrations. This
validates the findings of Junaid (2011) that the number of training contracts mainly for
continuing development of teachers handled by the Institute appeared to have improved. This
was reported to have influenced the Federal Governments’ renewed confidence in the Institute’s
programmes.
Hence, there appeared to be a strong connection between the capacity building project
and the improvement of quality of programmes and course materials at the Institute. This is
because Junaid study also reported that capacity building projects of NTI has had a positive
impact (both quantitative and qualitative) on the Institute’s programmes implementation. This
impactsuccess of the capacity building project could have been exemplified by the proliferation
155 of NTI PGDE courses and the production of appropriate course materials by the Institute. On the
whole, the model of integrating course development and production, the high quality
professional development programmes and capacity building to create a highly effective strategy
for improving the quality of programmes and course materials need be sustained to harness the
technical competencies of the Institute.However, when asked about the important training needs
they would want to be addressed during the training sessions of facilitators with regard to
technical and pedagogical assistance, adoption and utilization of ICT dominated the responses of
Center Managers and Center Desk Officers.
When asked about the course development standards in place or should be in place for
maintaining quality in this programme, the common thread which runs through many responses
is to widen access to education by developing human resources through distance learning for
economic and social development. The NTI therefore has a high stake in generating quality
teachers into the Nigerian school systems.
With respect to challenges in implementing the institute programme, mostCenter
Managers mentioned delay in logistics and scarcity of resources.For instance, most stated that
they are not satisfied with the adequacy of resources available in implementing the programme.
This is inconsistent with the findings of Etuk, Akpanumoh, Etudor and Ngerebara (2008) that
course tutors rated the NTI DL programme high not low on the availability of teaching/learning
resources.many participants however agree that there is still a lot to be done with respect to
adoption of technology and capacity building of facilitators for the present programme to be
capable to educate and provide the requiredtechnological knowledge and skills for its graduates
to be able to meet the different complicated needs of students in modern classroom. This
corroboratesthe study of Asodike and Jegede (2010)which found that, 61 % were not computer
literate to adapt technology while 54.2% are living in the rural areas with a lot of challenges.
156 Asodike and Jegede therefore concluded that the challenge of inconsistent power supply may not
encourage the students to patronize the use of certain ICT and media such as, satellite
transmission and internet facilities used in course delivery systems in distance education in the
developed societies.
When asked what they consider central in the programme implementation in order to
maintain quality, it was a majority opinion that the programme emphasizes implementation
of:minimum standard, flexibility, equality, and understanding of the place of students as clients
who need value for their money. Such statements as respect for others regardless of their
economic status, gender, health status, ethnicity, class, physical or mental ability and a
willingness to understand the views of others also dominated the response of both Center
Managers and Center Desk Officers.Indeed, possession of these qualities can go a long way in
enabling teachers develop a belief that their students regardless of their differences should be
treated fairly. Center Managers and Center Desk Officers in their response believe that staff
treats students fairly which has made the programme attractive enough to catch the attention of
all categories of students: the slow/fast learners andthe high/low achievers. However,
triangulated data from the focus group discussions reveals that facilitators are sometimes
sarcastic in the course of their duties.
Discussing about the participants meeting their personal goaland objectives, the most
frequently used term for predicting success is motivation. Based on the responses of the Center
Managers, motivation as the drive that pushes students forward is noticeably decreasing during
the students' studying periods. As a Center Manager opined, students are usually highly
motivated when they come in new. Their excitement and motivation usually diminishes as they
reach the later terms of their study. Correspondingly, few participants in the focus group
revealed that they sometimes doubted about the compatibility of the programme with their future
157 employment. The underlying causes can be attributed to the following issues. First is their
expectation from the programme which means the admitted students are expected to acquire the
type of knowledge, competencies and skills to make them qualified for obtaining a good job after
graduation. The second is inherent challenge of adult education cum distance learning
system.This atmosphere of doubt negates those found by Murphy (2000) when a distance
education course designfor General Soils course programme was evaluated. The findings of
Murphy suggests that learners completing the course were satisfied with their experience overall
and were highly optimistic on the significance of the programme in the line of their duty. This
supports the conclusion of Murphy that student-student and student-instructor interaction of
distance learning system is positively correlated with learner satisfaction.
With respect to current course design and implementation, few students without
educational background said that, they wondered how they could improve their practical
teaching skills and how the programme could help them meet the real challenges, and doubted
the applicability of some educational theories they are exposed to. This exposes general
uncertainty about the impact of the programme on the graduates' professional life as teachers and
showed discrepancies among the students' and policy makers regarding the programme's role in
developing teachers’ professional skills. These findings also reiterateChen (2009) findings that
fundamentally, it is not clear that there is sufficient congruence of students’ needs and courses
offered in distance learning system.
Employers Interviews
Employers provided some useful data concerning context in that they clearly stated their
expectations for a quality NTI PGDE produced teacher and these included particular emphasis
on good content knowledge and classroom management. From the interview of employers,
majority rated NTI PGDE produced teachers’ average but expressed the need for the institute to
158 train them in ways in which school guidance and counseling is delivered so that they can
effectively deal with the personal, social, educational and career problems encountered in
classroom. This echoes Chen (2009) findings that it appeared that every distance learning system
would probably benefit from constant evaluation aimed at refocusing students and employers’
needs, a routine review of structures and governance, uniform syllabus design and presentation, a
review of employers feedback on product performance and a number of fundamental adjustments
to the courses, in particular, their content, teaching methodology and assessment.
Employers focused on two ways the institute could adapt lessons to meet the needs of its
students in these respects: by ensuring that lessons are made interesting and relevant to the
particular student body it serves, and by providing support to individual learners as needed.
Hence,participants’ views reveal that the components of the programme should emphasize on
pedagogy, and training of teachers in school guidance and counseling which could be responsive
to students’ needs and idiosyncrasy resulting from peer pressure, poor reading habit and low self-
esteem in adolescence. For instance, a principal opined that such training should emphasize
preventive and developmental counseling to provide students with the life skills needed to deal
with problems before they worsen and to enhance their social, career, personal, and academic
growth. A shared expectation of the employers is that the programme should be able to train and
expose teachers in a variety of helpful techniques used to address these issues. But most of the
respondent feltdisappointed that the greater part of the courses is allotted to the theoretical
issuesthan practice.
In the interviews with employers, training was also advocated in the use of instructional
materials. It was a common suggestion of the respondents that such training should focus on
identifying and improvising the scarce teaching aids and resources. This supports Fatima (2010)
159 finding that existing curriculumof education programme need revision by getting feedback from
faculty membersand employersto meet the up-coming demands.
With regard to competency level expected from NTI PGDE produced teachers, all
employers insist that it is the responsibility of teachers to meet the learning needs of all of the
students in their class, but a sizeable percentage also believe that teachers should not make undue
effort to assist students who are behind in their work because this takes away too much time
from other students. The reason for this is unclear, but may reflect the reality of teaching in
schools where there are no formal support mechanisms or special educational services for
students in need, so that although a teacher may take his or her responsibilities seriously with
regard to all students, he or she may have to “write some students off” in the face of large classes
and few resources.
Challenges of the NTI PGDE Programme
The operation of distance education programme like any organized programme is not
without inherent difficulties. Many had chosen to study by distance learning because it suited
their career or domestic life styles. But this is not to say that they are not prone to experiencing
some structural and functional challenges in the course of the programme vis-à-vis educational,
economic, social, physiological and psychological, such as combining studies with work
routines, lack of good understanding of the operations of distance learning, ill health, emotional
maladjustment, boredom/isolation/loneness, financial and domestic/family responsibilities, etc.
Major challenges encountered include delay of payment of course facilitators allowances
or claims; omission of students’ continuous assessment or examination scores and; poor
performance of students. These challenges are no doubt hindering the smooth running of the
centers in South East states. These challenges are similar to those found by Igwe and Rufai
160 (2012) when an evaluation of teachers’ service delivery in Lagos Nigeria: a measure for
programme accountability and improvement was carried out. Respondents were of the opinion
that there are a lot of such functional constraints with regards to teachers’ service delivery in
most of the schools in Lagos State.
In the National Teachers’ Institute Distance Learning System, these challenges are
partially addressed by providing face-to-face contact support which provides opportunities for
learner-learner, tutor-learner and instructional media-learner interactions. However, these may
not be adequate enough to solve the problems of distance learning. Hence, the need for General
Educational Guidance (Learner Support Services) which helps the learners to clarify their
motives and meet their expectations as it affects their studies. In mitigating those challenges
faced by students, findings reveal that at the zonal/State offices and study center’s levels,
learners’ problems/needs (complaints and requests) are attended to, compiled and forwarded to
different departments/sections at the Headquarters for necessary action as and when due.
Thefinding of this study are in agreement with those of Nwaneri (2012) which showed
that the problem of NTI distance learning programmes is not in the policy that established it but
in the implementation.
Availability of input facilities for the implementation of National Teachers Institute Post
Graduate Diploma in Education by distance learning system programme in South East
Nigeria
Input Facilities Utilized in Implementing NTI PGDE by DLS
The data collected with reference to research question two (input evaluation) consisted
mainly of drawing together and review of curricula resources relating to all human and material
input used in implementing the PGDE programme. Input resources are central components
161 within a learning environment that address students’ needs through well-defined learning aids in
terms of human and material resources that supports implementation of the curriculum. Provision
and utilization of input resources is based on the conviction that each student possesses intrinsic
drive to explore his/her environment for personal growth and self-direction when he or she
interacts with a conducive environment. With respect to distance learning programmes, it is
anticipated that if adequately provided and utilized, school plant and materials have the
dynamism and worth capable to supports the development of the competencies and skills that
students will acquire to meet standards established by the school and prepare them to meet the
challenges of life, work and career. Regrettably, availability of vital education resources such as
library facilities that enable learners to be open to new ideas and becoming eager to explore were
found to be inadequate in all the South East NTI study centers.
This suggests that the challenge of NTI implementers is to provide stimulating
environment that would provide teachers with opportunities to develop the understanding, skills
and attitudes necessary to become effective teachers capable of identifying and solving
problems. These challenges are related to those found by Osong (2014).The findings of the
present study are at variance with those of Samuel and Okodoko (2012) who found a significant
relationship between structural facilities and programme implementation.
The provision of a center environment that responds to diversity to meet the needs of all
students should therefore be a critical priority of the NTI. Nevertheless, the NTI PGDE blueprint
describes an accredited study center as an environment that has all the basic amenities to respond
to diversity to meet differing circumstances and needs of all learners irrespective of gender,
culture, social class, religion and ability level. Hence, triangulated data saw Center Managers
talk about provision of instructional facilities at the centers as a priority. For example, a center
manager said, “we do our possible best to make the center environment conducivefor learning
162 where adult learners can co-exists in considerations for all religion, sexes, tribes and everybody
is given equal rights”
Facilitators were also very positive about provision and utilization of facilities at the
centers as a measure of inclusiveness, making comments like, “There is no discrimination
whatsoever with respect to providing and adoption of learning aids” while a coordinator assert
thus “we provide those basic learning facilities and aids to address students and facilitators’
perceptions of equal expectations and opportunities for all types of students to excel in the
programme, including minority students and students with disabilities”.
In contrast,insight from the focus group discussion suggests that a significant proportion
of facilitators do not provide equal attention to all types of students. In response to the survey
item, what are your thoughts regarding student/instructors interaction in this programme, many
were of the opinion that most facilitators focus their efforts on those students whohave the best
chance to succeed in the programme. There was no substantial variability in participants’
responses across centers for this item, even within states.This is in contrast to the findings of
Roberts, Irani and Lundy (2004) which found that most are delivering distance education to
students with the help of ICT such as course management software and video conferencing for
delivering instruction. These findings also suggest that the extent to which the NTI can provide
those lacking educational services depends on the available fund.
Facilitators’Qualification
NTI programme combines mediated distance learning with face-to-face interaction, a
type of Keegan’s (1986) model of distance learning. Findings indicate that on the average, the
institute maintains the National Universities Commission’s (NUC) minimum qualification of
Masters in Education for teaching any post graduate course. This is consistent with the findings
163 of Osong (2014) that the study centers are adequately staffed. With respect to ratio of facilitators
per course, it could be inferred that the number is sufficient since each course except
comparative education is taught twice a month as stipulated in the curriculum implementation
guideline for each cycle. This also crroborates the findings of Etuk, Akpanumoh, Etudor and
Ngerebara (2008) that there are adequate contacts with students.
Observations also show that students interact with the learning environment mainly in the
formal class sessions. A Center Manager in an interview claimed that “each cycle is always
sufficiently enriched with interactions and contacts, hence, students benefit from real face-to-
face interaction between students and students and between students and facilitators”. The 13
weeks of face-to-face contact hours per cycle is embedded with four weeks of practical/field
trips; two weeks of tests/examinations; and three weeks allowance for eventualities like public
holidays and religious festivals (NTI, 2005).
The findings of the present study is also consistent with those of Okodoko and Samuel
(2009)which revealed a significant relationship between teacher’s qualification and the
implementation of NTI (NCE) Mathematics curriculum by distance learning system.These
findings are however in contrast to those of Asodike and Ebong (2012) which indicated that
though there were enough course tutors for the programme, the quality was not commensurate to
the needs of the programme. While the print media (modules) used for instructional delivery
were available, adequate and relevant to the demands of the programme.
Facilitators’ Effectiveness
A look at findings on facilitators’ effectiveness is not promising; observation of Center
Managers suggests that facilitators need to have more training in creative ways of using indirect
teaching technical skills and classroom management skills. neverthelessEtuk, Akpanumoh,
Etudor and Ngerebara (2008) findings show thatamong other deficiencies of course facilitators, a
164 large proportion of examination questions set in the NTI DLS were limited to the lowest level of
the cognitive domain – knowledge.
Facilitators’ effectiveness were also brought to light in the interview session with Center
Managers and Center Desk Officers when they were ask to describe the types and levels of
technical and pedagogical assistance that is required when teaching in this programme and the
important training needs they would want to be addressed during the training sessions of
facilitators. Below is a summary of responses in order of priority: Decision making skills;
classroom management skills; Mediation techniques; skills for achieving the objectives of the
hidden curriculum and conflict resolution approaches. Furthermore, insight from students’
responses in focus group discussion suggests that elements of training sessions of facilitators and
programme handlers are necessary pre conditions for a better implementation of the specific
themes of the programme.
Curriculum Assessment
Another important aspect of input that was evaluatedis the course books and materials
used in implementing the curriculum. The center managers observed that the curriculum
committee is involved in recommending appropriate books for the respective courses. This is in
agreement with findings of Asodike and Jegede (2010) which found that the print and its
different formats such as assignment brochures, textbooks, workbooks, and course books were
the main course delivery systems used in the study centers. These educational resources
constitute input into the educational system that determine largely proper implementation of
educational programmes and invariable objectives attainment. However, facilitators in the course
of their interview indicated that they do not follow the recommendations strictly but choose from
the recommended books. This may entail the students having to buy numerous expensive books
which are only partially used.
165
Nonetheless, the NTI PGDE textbooks were found to meet the criteria of a good
curriculum aid. In terms of meeting learners’ needs and interests: the students find the beginning
activities attractive enough to catch the attention of all categories of students: the slow/fast
learners; the high/low achievers; significance: the subject-matter are formed from basic
ideas/concepts/principles and daily life experiences; practicability/learnability: The content is
practicable enough for students to perform; transferability: Students find the learning experiences
embodied in the content transferable from school to life outside the schoolyard and from one
learning situation to another;feedback: There are workbooks, review questions and answers to
help students judge their performances as to whether or not they have achieved specific
objectives; variety: The curriculum activities provide students with various learning
opportunities and; relevance: The learning experience embodied in the curriculum are relevant to
what students intend to achieve in the programme.
Other attributes of the curriculum textbook which met the criteria of a good instructional
aid are in term of balance: The curriculum maintains a balance among the subject disciplines so
that one subject area does not overshadow others; scope of coverage: Sufficient subject-matter
are covered in each form/level; continuity: The content and learning opportunities are continuous
so as to ensure that students smoothly move from one concept level to the next, without
difficulties in understanding what is taught at the higher level; sequence: The order of curriculum
sequence and content allows for subsequent experiences to build on earlier ones and; integration:
The learning opportunities are organized in such a way that they relate one field of knowledge to
another.
These findings of this study are consistent with those of Asodike and Ebong (2012)
which found out that print media (modules) used for instructional delivery were available,
adequate and relevant to the demands of the programme. However, interactions with course
166 tutors in the programme seem to wane theseopinion of students on appropriateness of curriculum
materials. The course tutors noted that some of the units are pitched very high especially those
with calculations. A facilitator mentioned that “some of the contents in Tests, Measurement and
Evaluation in the beginning cycle are what universities teach degree students in the final years.
Of which students without educational background find difficult to cope with”. It may be
explained that the distance learners should acquire knowledge at a level higher than the students
they are supposed to teach. But, when the gradient of difficulty is too high, when it does not meet
the learners’ interest, the distance learners might not be motivated to study the course texts.
Hence, those who are employed to package the NTI course texts should be reminded of
the diversity and level of students they are writing for. The way the materials are packaged
appear too oppressive even in the eyes of seasoned educators. How much more in the eyes of
people who should be encouraged to read?Indeed, as observed by a student in the study group
“the course texts could be made attractive by deviating from black and white, which all NTI
course texts currently are, to introducing coloured pictures, charts and figures both on the cover
pages and within the texts”. Such innovations will certainly hike up the cost of production. The
opinions of the NTI students couldbe sought as to what they would rather prefer – stale-looking
course texts or colourful course texts which have some appeal with its cost implication or to
maintain the status quo. Something should however be done to increase the appeal (readability)
of NTI course texts. The paper quality matters too. The papers used for printing NTI course texts
as observed by the researcher are usually too dull to attract the students.
Facilitators’ Assessment of the NTI PGDE Programmes
When self-assessment came as part of programme evaluation, course facilitators assigned
themselves highest rating and gave lower ratings to items that measured students’ aptitude and
167 attitude such as content knowledge and attendance and interest. This suggests that students are
not highly motivated even as facilitators believe that the programme activities are sufficient for
them to achieve goals. This is similar to the findings of Etuk, Akpanumoh, Etudor and Ngerebara
(2008) who found that NTI DLS course tutors rated NTI DLS-produced teachers high on
instructional planning and classroom management but low on the knowledge of the subject
matter. In addition NTIDLS-products were rated to be less effective in teaching and in the
knowledge of the subject-matter than teachers produced through other educational agencies.
This situation could not be unrelated to the finding that the study center activities are not
vibrant. Regrettably, from the triangulated data, many Center Managers and alumni believed that
most students do not have sufficient and accurate information about the content of the
programme prior to applying for it and that breeds frustration. For instance, some Alumni opine
that majority of the students had problems in meeting course requirements due to low aptitude.
The reason could be found in employers’ belief that there is no proper provision for
implementing the curriculum of the programme. Nonetheless, most of the instructors and
students considered motivation and self-discipline to be the most important criteria for success.
However, the various measuring instruments employed in input evaluation suggest that
there are more adequacies with respect to human resources provided than amenities provided and
the state of facilities at the centers. Between the appropriateness and adequacy of each input
material, the center managers and facilitators explain in their interviews that the availability of
each curriculum material is dependent on the paucity of funds provided by the institute
management and flexibility of Center Managers while the utilization is at the discretion of
facilitators.
168 Implementation Process of the National Teachers Institute Post Graduate Diploma in
Education by distance learning system in South East Nigeria
Implementation Process
Findings of the study show that the Institute’s PGDE by distance learning system
programmes cover the South East and are managed through a coordinating department at the
Headquarters, zonal office in Enugu and state offices located in each of the 5 states. The zonal
office supervises States within its zone while each of the State offices supervises three study
centers each except Ebonyi which has two study centers. Each center is headed by a manager and
is assisted by several course facilitators (on part time bases) who carry out tutorials at the
centers. The students’ self-study approach is supplemented by weekend contact and holiday
intensive contact sessions which are conducted at the study centers.
Modular course books are developed with the help of experts, subject specialists and
professionals drawn from Universities, and other relevant institutions. Indeveloping course
books,subject specialists are invited to the Institute and housed in the Institute’s Conference
Centers for 2 weeks. They are assigned units and modules to write. Each subject group is
coordinated by a chairman and assisted by a subject officer from the Institute. During the
writing, efforts are made to supplement the standard curricula with culturally diverse facts,
activities and materials. Textbooks used in the courses are meant to reflect this pattern. Each
subject is broken into ten units constituting a module. At the end of each unit, there are 10 review
questions and at the end of module, there are answers to the questions.
Findings also suggest that the Institute makes effort to provide equal educational
opportunities for all students. This it does by selecting and citing study centers in both urban and
rural areas.The NTI uses user-friendly self-study materials; makes face-to-face contact at study
centers 70% compulsory and there are instructors who are in continuous tutorial relationship
169 with students. The instructor is the daily monitor and motivator of the distant student. The
administration of the study centers are hierarchically structured with the course tutors in direct
contact with students, Center Desk Officers harmonizes secretarialdeeds whileCenter
Managerscoordinates activities at the Center.
The Centre Managers and Course Facilitators are carefully screened and selected. In
addition to having a minimum of a masters degree in education, emphases are placed on
selection of those culturally competent i.e those able to function comfortably in cross-cultural
settings are selected. They are expected to be able to interact effectively with people from
cultures that differ from theirs. Course Facilitators used by the Institutes usually go through
induction programme at the beginning and subsequently attend refresher courses periodically.
During these refresher courses, the facilitators are exposed to culturally relevant pedagogy. They
are made to experience effective practices that demonstrate multicultural issues and illustrations.
These corroborates the findings of Junaid (2011) that on the whole, the model of integrating
course development and production, and the high quality professional development programmes
combined to create a highly effective strategy for improving the quality of programmes and
course materials on the one hand, and the institutional and technical competencies of the Institute
on the other.
The findings of this study also indicate that complaints and requests are resolved and
granted at the headquarters, zonal/state offices and study centers. The roles played by each level
depend on the significance and nature of the complaints. There are also designed formats that are
used to present these complaints and requests for necessary action and referrals. The Field
Operations andStudents’ Services (FOSS) department is divided into two major divisions, that is,
Field Operations (FO) section and Students’ Services (SS) section. The units under these
divisions are Monitoring and Evaluation (M&E), Programmes and Guidance and Counseling
170 (G&C). The idea is to equipthe department with highly skilled professionals in these
divisionstobe ever ready to attend to issues concerning the programme and also come to the aid
of students.
These findings are in agreement with those of Igwe and Rufai (2012) and are in line with
the objectives of the Federal Government to encourage the delivery of quality continuing
education programmes for all practicing teachers through distance learning system (FRN, 2004).
This is because, since the demand for training and retraining requirements increase, there is a
need for alternatives teacher training such as the NTI/ PGDE by distance learning system. Such
alternative training as the NTI/PGDE by distance learning system therefore proposes to organize
learning activities around demonstrable outcomes (often expressed in learning objectives), assist
the learner to achieve these outcomes, and assess learner progress by reference to these
outcomes.
Teaching/Learning Process in the NTI PGDE Programme
With respect to the materials provided, the interviews with respondents suggest that
nearly all had reference to the objectives, the learning experiences, the course materials to be
used and the method of assessment. There is quite an array of teaching aids and styles as
proposed in the implementation of the NTI PGDE programme and these are set out in the
blueprint. Respondents believe that both the curriculum and method of delivery are important as
enumerated in the blueprint. Hence, most respondents maintained that it is vital to state each
objective carefully in action words, so that facilitators and learners can understand what and how
is to be achieved.The syllabus as contained in the curriculum was also seen by most as the basic
document developed by instructors to reflect their planning for a course. According to the Center
Managers, these course materials are produced by teams of subject specialists. Each curriculum
171 team plans the subject content, its sequential organization, its pedagogy and writes the course
materials for that particular subject.
However, triangulated data show that the most obvious deficiencies as noted by teachers
who passed through the programme and as mirrored by participating students in the focus group
discussionsare in the underutilization of available input resources and poor supervision of
facilitators to ensure compliance. For instance, as specified in the curriculum, the center
managers and the facilitators are expected to set out in some detail both for themselves and the
students the teaching method which will be used to teach a particular topic or module. But this as
noted by the interview with alumni is hardly the case. Perhaps, this negligence has something to
do with poor supervision. As a result, the basic units of the syllabus appear to be a mere
suggestive document. Instructors indicated that they adapt them as they proceed into each
semester depending on the entry behaviour and level of ability of the students. In other words
whilst the instructor may have defined syllabus sketched out he/she may have had to overly
amend it in practice to suit the learner. These therefore make effectiveness dependent on the
ability of the facilitator to interpret the curriculum. Facilitators were however rated high in
setting out assessment criteria before the tests; giving out HW /assignments that are relevant to
course objectives.
Flexibility in the words of the respondents appears to be necessary in the implementation
process. For instance, comments like “being flexible may be the most satisfactory way to present
syllabuses and prepare teachers” was made. The circumstances they will meet in the classroom
appear to require this since appealing to individual difference is a virtue every teacher must
possess. Thus, teaching method seems to be often ex post facto, liable to change and rarely
predictable. It is not surprising then that facilitators were found wanting in boosting students'
self-confidence by adopting learner centered pedagogy; assessing interaction between students
172 and; choosing different materials or activities in order to assess non cognitive domain. However,
in order to meet students' needs, expectations and also to give them sufficient information about
the courses, especially those which are pedagogical, setting standard set out in the
implementation blueprint must be adhered to the latter.This is also consistent with the findings of
Asodike and Jegede (2010) who found that the print and its different formats such as assignment
brochures, textbooks, workbooks, and course books were the main course delivery systems used
in the study centers.
Adopted Evaluation Techniques
In evaluating learning achievement, findings of the study show that the institute very
often assess student through continuous assessment such as quizzes and homework/assignment.
These evaluation techniques give room for programme accountability and improvement. This is
consistentwith the findings of Osong (2013) which showed that the NTI centers very often assess
student through many evaluation techniques such as the use of continuous assessment scores in
evaluating learning achievement, use of terminal examination or semester Examination,
classwork, term paper /project work, assignment, tests, encouraging student to ask question,
group study and co-operating learning. These evaluation techniques give room for programme
accountability and improvement. The findings of the study therefore reiterates those of Okodoko
and Samuel (2009) that a significant relationship exist between evaluation strategies and the
implementation of the NTI distance learning system.
Nevertheless, teaching practice and class performance (seminar) ought to be the top
priority areas in which students should receive attention in the programme because most of them
already have content knowledge in different subject areas but lack the pedagogical skills to
173 impact such knowledge. Regrettably, the findings of the study indicate that teaching practice
exercise is really organized to expose students to real life experience of the world of work they
will meet after graduation. Furthermore, teacher preparation programmes have an essential and
inalienable component of practical work including student teaching practice, internship,
fieldwork and working with the community. Conceptually, teaching practice is the first
opportunity for most student-teachers to participate in activities involving teaching in actual
school situations.Hence, an effective developmental and comprehensive teaching practice
exercise provide a solid framework for ensuring that students are well prepared to meet the
academic, emotional and career challenges ahead especially for those not serving already. While
the teaching subjects offered by the teacher trainees provide the intellectual background, the
teaching practice provides the professional moulding for the real job upon graduation.
By convention, a primary criterion in determining the quality of professional and
academic status of teachers is that its members should acquire a sound background of general
underlying pedagogical principles of teaching, subject matter specialization and effective
preparation in the methods and techniques of teaching. This is because the expertise of the
teacher also lies in devising and organizing of the learning process, in relating it to the needs of
children, and in giving help and support in their different needs due to individual difference.
Equally important are the assessment of non-cognitive aspect which according to students are
hardly evaluated. Focused group discussions with students and interviews with employers
indicated that such activities are important in boosting students’ confidence, and development of
teachers’ skills in different areas of classroom management.
Oversight Function
174
Oversight function of the NTI PGDE programme rests with the National Open University
of Nigeria (NOUN) as the affiliate institution. This oversight function is an expert, technical
support service, primarily aimed at studying and improving cooperatively, all factors which
affect the programme implementation. This is because, ineffective supervision will adversely
affect the successful implementation of the NTI PGDE programme by distance learning system.
Findings of the study show that NOUN routinely supervise NTI programme on semester basis,
ensures minimum accreditation status, monitor facilitators’ qualification and ratio to students,
inspects departmental facilities for teaching and learning and buildings conduciveness for
learning. These strongly suggest that NOUN is in check of the implementation process of the
programme in the zone. When such data is triangulated with the findings on interview schedules
of the facilitators and the Center Managers, it was found that technical committees have been
established in each state for proper monitoring, coordinating, and supervising of NTI
programmes. An objective of the supervisory function of NOUN on the implementation process
of the NTI PGDE by DLS for the technical committees is to ensure quality control through
regular and continuous supervision of instructional and other educational services. Generally,
supervision is seen as one of the educational administrative phases, in the sense that it ensures
that an institution is managed effectively.
There were no inspection of laboratory and library facilities. This is not strange because
according to the findings of the checklist on input evaluation, these facilities are not provided for
at the center. However, the NOUN sees supervision as a vital process used to promote teaching
and learning performance. Supervision of the school programme is a necessary condition that
must be put in place to ensure that planning and implementation of the institute programmes are
successfully carried out. Implementing minimum standard and ensuring that the institute
regularly train and retrain her facilitators among others were mentioned as priority areas of
175 NOUN. Most of the respondents in the focus group discussion emphasized the place of quality
control and training through supervision as an effective means to realize the programme’s
objectives. Programme supervision of NTI PGDE by NOUN concerns itself with the process of
capacity building and upgrading as a means to ensure and maintain quality.
Outcomes of the National Teachers Institute Post Graduate Diploma in Education by
distance learning system in South East Nigeria
Alumni Assessment scale
Importance is attached to product evaluation because assessing learning outcomes is an
incidental way of evaluating efficiency of the process and the programme in general. In this
triangulated approach, teaching efficacy could be inferred from students’ performance
i.emarginal change in participants’ behaviour with respect to classroom practices. The response
of participants in this study suggests that the NTI PGDE programme has helped to change a good
number of them for the better with respect to specific classroom practices. This echoes
coordinators position in an interview that the PGDE programme is designed to help participants
to be more useful and creative teachers. Hence, it can rightly be assumed that exposure of
students to the activities within the educational domain has been important in shaping students’
attitudes, knowledge, skills and developing an understanding of the relationship between what is
176 taught in the programme and its relevance to classroom practices and life outside classroom
walls.
The implication of these findings suggest that the programme should always endeavor to
demonstrate knowledge of the educational options available to students and its relevance to them
during the teaching and learning process, and also increase access to a wide range of educational
resources. This perhaps explains why a sizeable number of employers reiterated the requisite of
the NTI PGDE programme to provide students with the attitudes needed to deal with personal,
social, educational and occupational issues that are increasingly becoming complex due to
changing social and economic structures and being aware of the influence of these social and
economic conditions on their classroom practices. If this information is availed to students, they
will be in position to adopt best practices, plan, monitor and manage their classroom in a swiftly
changing world.
Teachers’ Effectiveness Scale
Employers’ evaluation of NTI PGDE produced teachers’ effectiveness in key areas is
given importance for the reason that they are direct consumers of the product. Based on the
appraisal of employers, NTI PGDE produced teachers are effective inreadiness for instruction;
personality; knowledge of subject matter; classroom management skills; questioning skills;
communication skills; interpersonal skills; direct teaching technical skills; tests/examination
skills and; teachers’ aspiration for professional growth/development. From the result, it can be
seen that ratings of attributes of teaching effectiveness of NTI PGDE products by employers are
consistent with other sources. For instance, with respect to knowledge of the subject matter,
findings have been consistent because triangulated data on context evaluation indicate that the
NTI PGDE has achieved the objective of producing competent teachers who will demonstrate
177 the knowledge of the subject in theories and principles. This is therefore in agreement with the
findings of Osunde and Omoruyi (2004) that the NTI programmes are fairly effective in
upgrading the skills and knowledge of the participants.
Furthermore,analytic induction from triangulated sources on teaching effectiveness of
NTI PGDE produced teachers provides a direct source of evidence for programme evaluation
decisions on teaching effectiveness and attainment of programme outcomes in general. Hence,
facilitators’ assessment in input evaluation shows that a reasonable subject scope is covered in
the programme.With respect to the textbook materials, it was also found that the subject-matter is
formed from basic ideas/concepts/principles and daily life experiences as sufficient subject-
matter are covered in each form/level. More so, observational checklist on facilitators’
effectiveness shows that the facilitators are above average in personality; knowledge of the
subject-matter; questioning skills; communication skills and; interpersonal skills. These must
have been impacted unto students by facilitators in the course of the programme.
These contrast with the findings of Etuk, Akpanumoh, Etudor and Ngerebara (2008)
which indicated that (1) NTI DL-produced teachers were rated high on instructional planning
and classroom management but low on the knowledge of the subject matter. (2) NTI DLS
products were rated to be less effective in teaching and in the knowledge of the subject-matter
than teachers produced through other educational agencies. (3) both parents and school-heads
rated the teaching behaviours of NTI DLS products negatively when a global item was used.
However, findings of this present study showed that the NTI-produced teachers were
rated low inteacher enthusiasm and indirect teaching skills. Poor performance in these areas
suggest the rigidity of teachers in demonstrating high degree of drive and vitality; accepting
contributions from students; making students work in groups; providing for individual
differences and using students’ ideas in teaching. Rigidity in practice is particularly unacceptable
178 because it threatens the viability of the teacher. According to the findings of the study, it is
important that the programme provide students with appropriate study and test taking skills to
help them improve their performance. However, employers believe that to overcome the problem
of rote learning which is common in most curriculum which is examination oriented, emphasis
should be put on the relationship between what is taught in the classroom and its applicability to
the world of work. Besides, while providing those skills, it was suggested by students in the
focus group discussion that the institute plans focusing on classroom learning with particular
thoughtfulness to the individual students’ needs, abilities and approach to the learning situation.
Within the career domain, the revelations suggests that students need counseling services to help
them acquire worthwhile attitudes, knowledge, and interpersonal skills that will enable them
effectively relate and get along with teaching as a profession. When such counseling services are
made available, it is anticipated in the focus group discussion and interview with Alumni that
teachers will be in position to relate their personal expectation and the programme objectives.
Based on triangulated analysis, the programme may not have a quite positive impact on
teachers without educational background with respect to effectiveness in the real work situation.
For instance, majority of participants in the focus group discussions without background in
education complained that there is a wide gap between what they have studied in cognate
discipline programme and what they actually encounter in the programme and invariably what
they will face in the real work situations. The main reason for this inefficiency is that the
programme emphasizes pedagogy to familiarize the trainees with different educational practice
than of theoretical models of knowledge they are used to. Taking the above into account and the
fact that students actually have very little opportunities to put their acquired knowledge into
practice in the form of teaching practice, there is little hope of the programme in producing the
type of teachers that are exposed to complexities of classroom. This could however be abated
179 through counseling services that guide students. With regard to counseling, the results of the
survey showed that school counseling services, particularly career and psychosocial counseling
which were found wanting were mentioned to be crucial for proper adjustment of students
especially students without educational background. Similarly, both facilitators and students
asserted that training sessions should always be organized to provide facilitators and students
with opportunities to develop knowledge and appreciation of themselves (personal domain);
opportunities to develop relationship skills, ethical standards and a sense of responsibility (social
domain); opportunities to acquire skills and attitudes necessary to develop educational goals
which are suited to their needs, interests and abilities (educational domain); and finally
information that would enable them to make decisions about life and career opportunities (career
domain). From the focus group discussions, students were specific by indicating a strong demand
for time managements, coping with peer pressure, decision making, handling crisis and
managing life’s events; interpersonal skills, conflict resolution, job seeking and job keeping
skills.
Conclusion of the Study
This study evaluated theNational teachers Institute’s post graduate diploma in education
by distance learning system in South East Nigeria. The following conclusions are made on the
basis of the findings of the study.
1. Significant efforts have been made by the institute to realize the objectives of the PGDE
by DLS in South East, Nigeria
2. With respect to input evaluation, the institute does not place emphases on vital
educational services and facilities like library, counselling services and laboratory
180
3. The implementation process adopted by the institute has been effective in mediating the
gap between PGDE by DLS students and facilitators
4. The institute’s PGDE by DLS programme has helped graduates improve classroom
practices
Implications of the Study
The findings of this study have some important educational implications. The implications of
salient findings as they relate to objectives of NTI PGDE by distance learning are highlighted.
• With respect to context evaluation, it was found that the National Teachers Institute has
implemented measures to realize the objectives of its PGDE by DLS programme
objectives.This implies that the institute to a high degree provides effective pre and in-
service training for teachers through her PGDE distance learning System. Thus, the
institute’scontribution is significant in producing effective manpower to meeting the
demands of teachers
• Laboratory,library and counselling services are not provided at the study centers. This
implies that the NTI does not place emphases on provision of basic educational services.
This has serious implications on the learning experience of teachers since they are
expected to have practical and hands on experience in the course of the programme.
Centers were also found wanting with respect to provision and utilization of ICT. Hence,
the NPE’s objective of laying sound basis for scientific and reflective thinking and
providing the child with basic tools for further educational advancement, including
preparation for trades and craft of the locality is already undermined.
181
• It was found out that the centers have qualified instructors; this implies that with proper
supervision, the available manpower can effectively implement the programme
curriculum.
• Findings of the study showed that the centers very often assess student through many
evaluation strategies but rarely evaluate practical techniques like teaching practice. This
implies that the students are only evaluated on cognitive domain, while neglecting the
affective and psychomotor domains. Consequently, NTI PGDE produced teachers may
have developed the basic insights and understandings of subject matter but since the drill
of teaching practice is not properly implemented, these teachers may not be exposed to
the pedagogy of teaching or understanding basic practices, the learning process or
problems of behaviour peculiar to the concerned age group.
Recommendations
Bearing in mind the findings of this study, the following recommendations are made towards
improving the NTI PGDE programme in the South East, Nigeria.
1. Secondary school teachers should be trained in pedagogy consistent with the themes and
areas provided by the teachers, students and policy makers who participated in this
baseline study.
2. The goals and priorities of participants as set forth in the surveys, focus group discussions
and in-depth interviews should be incorporated into the NTI PGDE programme. This
includes the contextualized curriculum prospects as enumerated by Alumni and the
expectations of employers of labour to complement contemporary technique of teacher
education.
182
3. Techniques, skills and competency trainings, such as classroom practice and conflict
resolution should be prioritized in teacher education. Similar skills and competencies
should be emphasized in both training of teachers in the PGDE and NCE programmes of
the NTI.
4. Ways and means should be established for wide sectors of stakeholders –students,
facilitators, school heads, , community members– to monitor, evaluate and improve NTI
teacher education programmes, including through both formal and non-formal
discussions.
5. The relevant links to achievement of the objectives of the programme as those identified
in the survey tools and instruments such as proper monitoring and constant review of the
programme curriculum should be incorporated into NTI blueprint.
6. Community components of teacher education programmes should be assimilated into the
NTI programmes over time so that the NTI PGDE programme activities has the capacity
to emanates from the school to the community. This will go a long way to relate what is
taught and learned in the programme to the needs of the community and in fostering
acceptance of NTI graduates by employers of labour.
7. The goals and priorities of guidance and counseling as set forth in the surveys, focus
group discussions and indepth interviews should be integrated into the programme
according to criteria that best serve the needs of students, their schools, employers of
labour and the community. Following a successful final evaluation and report, guidance
and counselling should be scaled up in the programme and mainstreamed through other
programmes of the NTI.
8. A collaborative effort between NTI, educational policy makers, educators, employers,
and community members should be harnessed for efficient teacher education through the
183
NTI distance learning system so as to provide the most effective personal, social,
educational and career development for teachers as stipulated in the NPE.
9. The NTI should make the course texts to be more appealing to students by putting
colours, pictures and by using higher quality papers for their course texts. These
modifications would increase the reading appeal of thereading materials. Hence, NTI
course texts should be more aesthetically packaged to make it more readable to the
distance students.
10. On the basis of the findings, the starting point in achieving proper classroom management
is to heighten the awareness of facilitators to impact skills of effective communication of
the subject matter, and being positive role models for students to emulate.
Limitations of the Study
The generalization and conclusions of the result of this study is subject to some
limitations: first this study is limited to the evaluation of the NTI PGDE by DLS with respect to
Stufflebean’s Context, Input, Process and Product (CIPP) model. Other evaluation models could
as well be more congruent or encompassing in scope. Secondly, only South East states were used
for this study. There could be a wide discrepancy in the implementation of the programme
objectives elsewhere, since states in Nigeria are classified economically and educationally
advantaged or disadvantaged. Hence, overgeneralizing the finding of this study may be
unwarranted. The third weakness of the findings of this study relates to the inherent limitations
of each measuring instrument used in data collection which was however abated to a great extent
through triangulation of data.
Suggestion for Further Studies
184 Consequent on the findings and limitations of this present study, further studies should be
conducted in the following areas:
1. The use of other evaluation models other than Stufflebean’s CIPP model should be used
to evaluate the NTI PGDE programme.
2. Replication of this study is suggested in other zones of the federation and a comparative
study of NTI PGDE programme and similar distance learning system should be
undertaken.
3. Interactive behaviours of course tutors and their effect on the academic performances of
the distance education students should be investigated.
4. This study cannot claim it has investigated all variables regarding implementation of the
NTI PGDE programme in South East. It is therefore recommended that further studies are
necessary in other to identify other factors and variables that constitute effective
implementation and findings that can aid decision making.
Summary of the Study
The main purpose of this study was to evaluate the National Teachers Institute
Postgraduate Diploma in Education by Distance Learning System in South East Nigeria.
Literature related to the study was reviewed. The review of literature was basically on
documentary sources like unpublished thesis and dissertations, published books, NTI documents,
journal articles and internet sources.
Evaluative design was used for carrying out this study. The population of this study
comprised of all the students and facilitators in the 14 accredited designated study centres of NTI
PGDE by DLS in South East States in Nigeria. Included in the population are all the 14 Centre
Desk Officers (CDO) and 14 Centre Managers (SM) in the study area, all the graduates and
185 employers of NTI PGDE graduates in the study zone. The population was also extended to the
National Open University of Nigeria (NOUN) affiliate staff that these centers are responsible to.
Multi-stage sampling was used to select 206 respondents for the study. Various instruments
were adapted, developed and validated for the purpose of data collection for this study. This
includes structured and unstructured questionnaires, focus group protocol, interview schedules,
checklists and observational scales. Data were arranged according to research questions,
triangulated and analyzed with analytic induction.
The findings of the study were that:
1. The objectives of the NTI PGDE by distance learning system has significantly been met
in the South East Nigeria
2. With respect to input evaluation, it was found out that the programme is adequately
staffed but most vital educational services and facilities are inadequate at the study
centers
3. The implementation process of the NTI PGDE by distance learning has been responsive
to the objectives the programme
4. The NTI PGDE by distance learning system has helped teacher advance in classroom
skills, competencies but are rated low on flexibility and vitality
Based on these findings, the conclusion is that the institute has over the years contributed
moderately in producing effective teaching manpower in South East Nigeria through distance
learning system. Hence, the major educational implication of the findings of the study is that
there is still need for improvement in the programme delivery to meet the demands of quality
teachers in Secondary education. The major recommendation is that the institute should make
effort to equip study centers with basic educational service and facilities like laboratories,
libraries and counseling to provide students with hands-on experience. The major limitation
186
of this study is inherent in its methodology; hence, suggestions for further research are
highlighted.
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199
AppendixA: Population of the Study
S/N NTI PGDE Centers State 1 School of Health Technology, Aba Abia 2 Abayi Girls Sec. Sch., Aba Abia 3 Government college, Umuahia Abia 4 Nnewi High Sch Nnewi Anambra 5 Pauls Univ. Awka Anambra 6 Queen of the Rosary college Onitsha Anambra 7 Akanu Ibiam Federal Polytechni, Unwana Ebonyi 8 Ebonyi State University, Abakaliki Ebonyi 9 Queens School Enugu Enugu 10 College of Education (Technical) Enugu Enugu 11 ESUT Barracks Nsukka Enugu 12 GSS Owerri Imo 13 Imo State university Owerri Imo 14 Boys. Model Secodary School, New Owerri Imo
Appendix B: Sample for the Study S/N NTI PGDE Centres State Std F CDM CM E G NAS Total 1 Pauls Univ. Awka Anambr
a 27 3 1 1 2 2 2 206
2 Queen of the Rosary college Onitsha
27 3 1 1
3 Akanu Ibiam Federal Polytechni, Unwana
Ebonyi 27 3 1 1 2 2
200 4 Ebonyi State
University, Abakaliki 27 3 1 1
5 College of Education (Technical) Enugu
Enugu 27 3 1 1 2 2
6 ESUT Barracks Nsukka
27 3 1 1
Total 162 18 6 6 6 6 2 206 Key: F = Facilitators; CDO = Center Desk Officers;CM = Centre Managers; E = Employer of NTI PGDE by DLS Graduates; G = NTI PGDE Graduates; NAS = NOUN Affiliate Staff
APPENDIX C: Instrument for Data Collection CONTEXT EVALUATION INSTRUMENTS 1.1 Achievement of Objective Instrument (AOI) Respondents: Students
Dear respondent, This study is an academic research to evaluate the National Teachers’ Institute Post Graduate Diploma in Education by Distance Learning System in South East Nigeria You are kindly requested to supply relevant information by responding to the items contained in the questionnaire by ticking good [ √ ] in the appropriate column provided.Measures have been taken to insure that your participation as a respondent in this research will not in any way be used against you. Hence, your personal contact is not needed. You also reserve the rights to decline involvement as a participant. S/N To what extent has the NTI PGDE by DLS been VGE GE LE VLE 1 Training and upgrading teachers in cognate discipline 2 providing background for serving teachers to further develop their
teaching skills through in-service training
3 producing teachers for the successful implementation of the National Policy on Education
4 Providing opportunities for the training of professional educators 5 Promoting healthy learning environment by equipping teachers with
effective pedagogy
6 Eliminating inherent problems of teachers leaving schools for further training
7 Producing competent teachers who demonstrate the knowledge of the subject in theories and principles.
8 Motivating teachers to enroll and upgrade 9 Distributing course materials to students 10 Orientating teachers on effective pedagogy through workshops and
seminars
11 Producing highly motivated , conscientious and efficient teachers for secondary education
12 Encouraging further the spirit of enquiry and creativity in teachers 13 Helping teachers fit into social life of the community and the
community at large and enhance their commitment to national goals
14 Providing teachers with intellectual and professional background
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adequate for their assignment 15 Enhancing teachers’ commitment to the teaching profession VGE = Very Great Extent, GE = Great Extent, LE = Low Extent, VLE = Very Low Extent 1.2Focus Group Protocol (FGP) Respondents: Students
General Questions/Comments/Perceptions of the PGDE Programme by Students Participant #: ___________. How long have you been in this programme?
• How did you come to know about this programme?
• Who or what influenced your decision to apply for this program and what were your
initial expectations?
• How do you feel about your decision?
• Think back over the time you have been in this programme. What about the program do
you perceive is going well?
• What about the programme do you perceive needs improvement?
• If you were talking to someone interested in this program, what would you tell them?
• Suppose you were in charge and could make one change that could make the programme
better, what would you do?
• What are your feelings regarding the quality of instructors in this programm?
• What are your thoughts regarding student/instructors interaction in this program?
• What are your thoughts regarding peer interaction in this programme?
• What are your thoughts regarding the class schedule? (time classes are held, types of
classes that are held, class sizes)
• What are your thoughts regarding the facilities for teaching and learning? (classrooms,
main office, areas for students)
• What are your thoughts regarding practicum/teaching practice placement? (sites,
supervisors and grading)
• What are your thoughts regarding the availability of the support staff and administration?
(level of assistance, communication, courtesy level)
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• To become a qualified teacher, do you consider that the skills and knowledge you will
gain from the PGDE Courses (will) equip you sufficiently to get the job of your choice?
If yes, please explain how and in what ways.
• Does the institute do a good job teaching students what they really need to know.
• If the curriculum did not equip you sufficiently with the skills and knowledge you needed
to get the job of your choice, what more do you think should be done through the
programme or in any other way which would assist?
• Do you consider that the facilitators are sufficiently expert and skilled in their teaching?
Yes [ ] No [ ]. Please provide reasons for the answer you have provided at above.
• What other content could or should be included in the curriculum which you consider
would assist you in your future career? Why do you think this?
• Do you have any suggestions as to other way(s) through which the PGDE Courses could
be taught?
• Of all of the things we have discussed today, what is the most important to you?
• Would you recommend this programme to a friend, colleague? Why or why not?
1.3 Centre Interviews Schedule (CIS) Respondents: Centre Desk Officers and Centre
Managers
• What are the strengths and weaknesses with the variety and quality of the technologies
and tools available for teaching in your centre?
• Describe the types and levels of technical and pedagogical assistance that is required
when teaching in this programme?
• What are the important training needs you would want to be addressed during the training
sessions of facilitators with regard to these?
• How should student and instructor expectations be managed in this programme?
• What advice would you give instructors in managing student feedback and
communication?
• How would you describe the reliability and viability of the technology used in
administering your courses?
203
• What course development standards are in place or should be in place for maintaining
quality in this programme?
• What types of technical and pedagogical assistance are needed to maintain quality in this
programme?
• Do participants meet their own objectives?
• How adequate are the resources available to this programme?
• What do you consider central in the programme in order to maintain quality?
1.4 Employers Interview Schedule Guide (EISG)Respondents: Employers of NTI PGDE
Products (School Proprietors and Principals)
• For how long have you owned/run/managed an NTI PGDE graduate teacher?
• From your experience what qualities do you look for in a good teacher? Do you see these
qualities in those NTI PGDE by DLS graduates working with you?
• What competency level do you expect from the NTI PGDE graduate teachers? Please
give reasons for your answer.
• Do NTI graduates get to the competency you expect or require as they do their job?
• Using a rating scale of 1 to 10, with 10 being the "highest" or "best", how would you rate
your satisfaction with the NTI PGDE graduates employed in your school overall?
• From your experience what suggestions for change or improvement would you make to
the NTI PGDE by DLS which you feel might better serve to address your needs as an
employer?
• Do you have any general comments to make on the graduates from NTI PGDE or on any
other graduates whom you employed or work with?
Programme Challenge Questionnaire (PCQ) Respondent: Facilitators
This study is an academic research whose main purpose is to evaluate the national teachers’
institute post graduate diploma in education by distance learning system in South East Nigeria
You are kindly requested to supply relevant information by responding to the items contained in
the questionnaire by ticking good [ √ ] in the appropriate column provided.Measures have been
204 taken to insure that your participation as a respondent in this research will not in any way be used
against you. Hence, your personal contact is not needed. You also reserve the rights to decline
involvement as a participant.
Kindly indicate as appropriate How long have you been with the NTI PGDE programme? Less than 2 years [ ]; Less than 5 years [ ]; More than 5 years [ ]
Challenges of NTIPGDE by DLS Programme
S/N To what extent do these constitute a challenge in implementing NTI PGDE by DLS in the South East
VGE GE LE VLE
1 Poor accommodation for lecture halls 2 Poor funding of NTI programme 3 Poor management of NTI programme by
coordinators
4 Delay of payment of course facilitators allowances or claims
5 untimely supply of course books to students 6 Inadequate supply of instructional materials 7 Ineffective use of varieties of teaching methods by
course facilitators in teaching/learning
8 Shortage of qualified course facilitators 9 Problem of accreditation of full science course in
study centres
10 Inefficient transfer process of students from one state to another
11 Admission of unqualified student 12 Omission of students’ continuous assessment or
examination scores
13 poor management and delivering of courses by facilitators
14 Lack of proper guidance and counselling services in study centres
15 Lack of infrastructures in the study centres (library, laboratory)
16 Ineffective public address system
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17 Poor performance of students
INPUT EVALUATION INSTRUMENTS
2.1 Input Resources Checklist (IRC) Respondents: Checked by the researcher
Input facilities for the implementation of NTI PGDE by DLS in South East
Standard (STD) Minimum
Standard (MST)
Availability
Available Not Available Class room 1:80 Inside classroom display of public address system, cassettes, film/ videos / radio
At least 1
Textbook on subjects At least 5 per std Duplicating machine 1 per center Office stores 1 per center Teacher student ratio 1.30 Chairs and desk in the class room. 1 per student Class room windows At least 4 per class Toilet system I per 30 students Latrine sink 1 per class room Examination hall At least 1 per center Library facilities/benches and stools 1 per centre Laboratory size 10x8 and 12 x 9 square 1 Black board/white board 2 per class room General course staff room At least 1 centre Number of tutors with laptop All staff.
2.2 Facilitators’ Qualifications Checklist (FQC) Respondents: Checked by the Researcher
Facilitators’ Qualifications Checklist (FQC) S/N Courses No of
facilitators Facilitators’
qualifications No of
contact p/month
1 Foundations of education- historical, philosophical psychological and sociological
2 Educational management 3 Curriculum Organization and development 4 Instructional design and development 5 Vocational, career and guidance counselling 6 Comparative education
206 7 Special Teaching Methods for Individual Subject 8 Tests, measurement and Evaluation 9 Educational research methods 10 Statistical and data analysis 11 Psychology of Learning 12 Developmental Psychology 13 Teaching practice
2.3 Observational Checklist on Facilitators’ Effectiveness (OCFE) Respondents: Ranked by the Centre Desk Officers S/N Instructors’ Characteristics Ranks
1 2 3 4 5 6 7 8 9 10 1 Instructor personality 2 Knowledge of the subject-matter 3 Classroom management skills 4 Questioning skills 5 Communication skills 6 Interpersonal skills 7 Enthusiasm 8 Direct teaching technical skills 9 Indirect teaching technical skills 10 Evaluative skills
207 2.4 Curriculum Assessment Questionnaire (CAQ)Respondents: Students S/N Curriculum textbooks I use in this programme are good in VGE GE LE VLE 1 MEETING LEARNERS’ NEEDS AND INTERESTS: do you find the
beginning activities attractive enough to catch the attention of all categories of students: the slow/fast learners; the high/low achievers
2 SIGNIFICANCE: the subject-matter are formed from basic ideas/concepts/principles and daily life experiences
3 VALIDITY: I find the content difficult to comprehend 4 PRACTICABILITY/LEARNABILITY: The content is practicable
enough for me to perform?
5 TRANSFERABILITY: I find the learning experiences embodied in the content transferable from school to life outside the schoolyard and from one learning situation to another?
6 GRADIENT OF DIFFICULTY OF THE CONTENT: The activities embodied in the content are suitable bearing in mind my knowledge level and the fact that I am a mature student
7 FEEDBACK: There are workbooks, review questions and answers to help me judge my performances as to whether or not I have achieved specific objectives?
8 VARIETY: the curriculum activities provide me with various learning opportunities
9 10 RELEVANCE: The learning experience embodied in the curriculum
are relevant to what I intend to achieve in this programme
11 BALANCE: The curriculum maintains a balance among the subject disciplines so that one subject area does not overshadow others?
12 SCOPE OF COVERAGE: Sufficient subject-matter are covered in each form/level?
13 CONTINUITY: The content and learning opportunities are continuous so as to ensure that I smoothly move from one concept level to the next, without difficulties in understanding what is taught at the higher level
14 SEQUENCE: The order of curriculum sequence and content allows for subsequent experiences to build on earlier ones
15 INTEGRATION: The learning opportunities are organized in such a way that I relate one field of knowledge to another
208 1. Please specify the content and materials used in the courses which you found most useful and
why you found them most useful.
2. Please specify the materials used in the courses which you found most unhelpful and why you
found them most unhelpful.
2.5 Course Facilitators’ Assessment of Distance Learning Questionnaire (CFADLQ)
Respondents: Course Facilitators
Course Facilitators’ Assessment of Distance Learning Questionnaire (CFADLQ)
Dear Respondent,
I am undertaking a study on the NTI Distance Learning Scheme. I solicit your co-operation and
honest opinions in answering the questionnaire that accompanies this memo. Your responses will
be held strictly confidential and will be used exclusively for academic purposes.
Thank you.
INSTRUCTION: This questionnaire is in two sections. A and B
SECTION A: PERSONAL INFORMATION OF RESPONDENTS
1. Name of study centre ___________________________________________________
2. Course tutor’s area of specialisation __________________________________
3. Course tutor’s educational level: 1st Degree [ ]; Masters [ ]; Ph. D [ ]; Others [ ]
4. List the course(s) you tutor at NTI ______________________________________
5. Your designation (rank at the centre) ___________________________________
6. Your years of experience with the NTI ___________________________________
7. Gender ________________________________________________________
8. How were you selected to serve in the NTI:Through Formal Interview [ ]; Examination of
Credentials [ ]; Both [ ]
Instruction: You are given four (4) options to tick one option as follows:
Strongly Agree (SA) Agree (A); Disagree (D) and Strongly Disagree (SD).
209 SECTION B: PROGRAMME ASSESSMENT S/N The NTI PGDE Distance Learning Scheme Scope SA A D SD 1 Sets moderate objectives for students 2 Has a reasonable subject scope 3 Selects contents, which reflect contemporary developments in knowledge 4 Gives students sufficient learning experience 5 Utilizes varieties of teaching methods 6 Is relevant to Nigeria educational goals/objectives for
teachers education at that level
7 Maintains continuity from one cycle to another 8 Has well-sequenced learning content 9 Has been successfully implemented The Teaching/Learning Materials Consists of; 10 Difficult textbooks written for students 11 Inadequate guide material for course facilitators 12 Insufficient textbooks for students 13 Books supplied at unaffordable prices 14 Write ups without study guides The Study Centre Activities 15 Consist of well-organized weekend activities for students 16 Utilizes good student centred approaches 17 Are sufficient for students to achieve their personal goals 18 Makes the study centres to be vibrant
NTI Tests/Examinations 19 Are usually well organized 20 Are usually free from malpractices 21 Are fair to every student 22 Are usually valid 23 Have reliable results
NTI Course Tutors 24 Attend classes regularly 25 Are punctual to classes 26 Are enthusiastic for their work 27 Carry moderate work loads 28 Relate well with students 29 Are effective teachers
NTI Students 30 Are punctual for classes 31 Are regular for classes 32 Show much interest in studying 33 Have good understanding of textual materials 34 Follow usable rules/regulations governing the centre 35 Have aptitude for higher education 36 Make useful contribution in the process of teaching and learning 37 Are generally good
PROCESS EVALUATION INSTRUMENTS
210 3.1 Teaching/Learning Process Questionnaire (TLPQ) Respondents: Students
Please respond to each of the following statements in terms of frequency of occurrence in the
courses.
S/N Facilitators activities Always Sometimes Rarely Never 1 facilitators use different ways to group students in
the classroom (pair work, group work, individual work and whole-class work)
2 Facilitators’ set up rules and routines were clear 3 facilitators check the students' learning process to
carry everyone along
4 Facilitators give equal attention to all students in the class
5 The teaching methodology used by facilitators are helpful and effective
6 Facilitators present tasks in an interesting and enthusiastic way which made the tasks seem achievable to the students
7 Facilitators boost students' self-confidence in adopting learner centered pedagogy
8 When needed facilitators are available for guidance and advice
9 Facilitators give feedback to me about what I had done and what I still needed to work on
10 Facilitators give me sufficient feedback on my performance in the assignments/quizzes/exams
11 The marking received was fair 12 Quiz/exam results demonstrated my actual
proficiency in ability
13 Facilitators set out the assessment criteria before the tests
14 HW /assignments are relevant to course objectives 15 Interaction between students are assessed 16 Facilitators choose different materials or activities
in order to assess your non cognitive domain
1. What do you find is the most useful/helpful teaching process in this programme which
best serve to improve your skills/competency/ability? Please describe it and why you
considered the process useful/helpful.
2. In your view which teaching-learning methodology should/could be used in the PGDE
Training Courses to the best advantage of students? Please set out your suggestions and
why you think they could be used to best advantage.
211
3. Please comment on any particular strength of those teachers whom you found most
helpful and effective in teaching their courses.
4. Please comment on any particular weakness of those teachers whom you found most
unhelpful and ineffective in teaching their courses.
3.2 Adopted Evaluation Technique Instrument (AETI) Respondents: NTI Graduates
To what degree were the following assessment tools effective in assessing your performance in
the NTI PGDE by DLS courses you undertook?
S/N Assessment Technique Very Often Often Sometimes Never 1 Quizzes 2 Midterm Exam 3 Final Exam (one short) 4 Homework/ Assignment 5 Class performance (seminer) 6 Participation and attendance 7 Oral report 8 Teaching Practice
1. What other assessment methods do you think could have helped measure your
performance in the courses you took? Please write any suggestions that you have and
why you think they could have helped.
3.3 Oversight Instrument (OI)Respondents: National Open University of Nigeria Staff
S/N At the NTI study centres Faculty/NUC Very Often
Often Sometimes Not At All
1 Routinely supervise NTI programme on semester basis
2 Routinely inspect to ensure minimum accreditation status
3 Inspect departmental facilities for teaching and learning
212 4 Monitor facilitators’ qualification 5 Inspect facilitators’ population per department 6 Inspect laboratory facilities 7 Inspect buildings conduciveness for learning 8 Inspect library facilities
PRODUCT EVALUATION INSTRUMENTS
4.1 Alumni Assessment scale (AAS)Respondent: NTI PGDE by DLS Alumni
Dear Graduate,
I am contacting you to request your co-operation with a piece of research I am
conducting for a doctorate degree from University of Nigeria. I would be grateful if you could
help me by completing a questionnaire. This questionnaire is part of an evaluative study which is
focused on context, input, process and product evaluation of NTI PGDE by DLS which you
213 undertook a while ago. It is specifically designed to gather data to assist in the evaluation of the
programme in meeting set goals.
It is vital that as accurate and reliable data as possible is gathered for this study, so all the
questions should be answered as honestly and sincerely as possible. All the answers and
information you provide will be kept confidentially and will be anonymous and non-attributable.
The results will be used primarily for academic purposes but they are also expected to be helpful
in formulating the development of the programme.
Your participation is entirely voluntary. If you do agree to participate, please make sure
all the questions are completed and if you have any comments you would like to add please do
not hesitate to do so. Thank you for your anticipated assistance and co-operation.
Okoye, C. A.
Section A: Personal Information
Please answer the questions below by either ticking the response suitable to you or by writing in
the space provided whichever is appropriate
Gender: Male [ ]Female [ ]; Year of graduation: [ ]; Number of years spent before
graduation [ ] years; Grade obtained at graduation Credit [ ], Merit [ ], Pass [ ]
Area of specialization ………………………………………………………
Section B: Evaluation of PGDE programme
Please tick [ √ ] as appropriate by reference to the statements set out below. Please select a
competence level from each side of the grid. i. e. after taking the courses side (the right hand
side) which best describes your competence levels at the relevant time in the skills itemized.
Questionnaire for Graduates of NTI with Respect to Product Evaluation of the PGDE by DLS Skills/Competencies/Abilities Before taking the
course NTI PGDE courses
After taking the course NTI PGDE
courses I could/can NC
1 PC 2
C 3
VC 4
NC 1
PC 2
C 3
VC 4
Adopt learner centered instructional strategies Appreciate individual difference in my students Encourages students to participate in class work Encourages my students to ask questions
214
Facilitates discussions among students Demonstrates simple experiments for my students Relates information presented in the lesson to students’ lives
Utilizes instructional materials appropriately shows similar expectations for both boys and girls Ensure that students receive equal time and attention regardless of their background
Maintains an engaging class, without pressuring the students
Communicates both verbally and nonverbally in a positive and friendly manner
Adapts lessons for students with special learning needs
While the pupils are working, the teacher moves around the classroom to provide support and guidance
Staff addresses students by name Encourages group study and cooperative learning Use continuous assessment in evaluating learning achievement
Assesses pupils with different evaluation techniques
Key: NC = Not Competent; PC = Partially Competent; C= Competent; VC = Very Competent
4.2 Teachers’ Effectiveness Scale (TES)Respondents: Employers of NTI PGDE by DLS Graduates
Teachers’ Effectiveness Scale (TES): This instrument will be used to gather employers
assessment of PGDE programme product effectiveness with respect to readiness for instruction;
teacher personality; teachers’ knowledge of the subject matter; classroom management skills;
questioning skills; communication skills; interpersonal skills; teacher enthusiasm; direct teaching
technical skills; indirect teaching technical skills; tests/examination skills and; teachers’
aspiration for professional growth/development. Section A is demographic while sections B – M
is a 123 item rating scale in Likert format. its items are with rating in Strongly Agree, Agree,
Disagree and Strongly Disagree where SA= 4 points, A= 3 points, D= 2 points and SD= 1 point.
SECTION A: TEACHERS’ DEMOGRAPHIC DATA Teacher’s Year of Teaching Experience ----- . Teacher’s Educational Qualification Instruction: In section: B-F that follow, there are five (5) columns in which to record observed behaviours. The columns read as follows:
215 AS = Strongly Agree; A = Agree; UN = Undecided; D = Disagree and SD = Strongly Disagree S/N The Teacher: Response Section B: Readiness for Instruction SA A D SD 1 Writes good lesson notes 2 Formulates adequate instructional objectives 3 Selects relevant instructional materials 4 Provides for step-wise lesson preparation 5 Prepares coherent lesson plans 6 Explores the environment for useable instructional resources 7 Sets appropriates expectations for students
Section C: Teacher Personality 8 Shows interests in individual students 9 Has patience with students 10 Smiles in class 11 Is neat in appearance 12 Is generally friendly 13 Looks well-groomed 14 Dresses shabbily 15 Wears neat hair 16 Works with self confidence 17 Appears vibrant in class 18 Over-dresses for class 19 Handles lessons with confidence 20 Is an excellent teacher
Section D: Teachers’ Knowledge Of The Subject Matter 21 Demonstrates mastery of the subject-matter 22 Is generally literate 23 Feels at home with numeracy skills 24 Knows but cannot deliver 25 Is generally deficient in the subject-matter area
Section E: Classroom Management Skills 26 Goes around helping students in class 27 Has a nature’s corner in class 28 Formulates rules/regulations binding students 29 Punishes offenders 30 Keeps students’ attendance records 31 Keeps records of students’ performances 32 Orderly manages chalkboard space 33 Maintains orderliness in class 34 Uses class time effectively
Section F: Questioning Skills 35 Interspaces Questions in the course of lesson delivery 36 Fairly distributes questions to reach everybody 37 Asks direct questions 38 Asks questions that require high cognitive skills 39 Repeats questions 40 Answers own questions 41 Repeats students’ answers
216 42 Gives insights into questions
Section G: Communication Skills 43 Makes orderly/logical communication of information 44 Talks clearly 45 Speaks fluently while teaching 46 Amplifies students’ responses 47 Gives students attention 48 Uses vocabulary appropriate for the class 49 Explains sometimes in vernacular 50 Talks while writing on the board 51 Establishes eye contact with students 52 Varies pitch, stress and tone 53 Makes facial expressions 54 Writes legibly on the chalkboard 55 Communicates effectively in English language 56 Writes well in English language 57 Lacks self-expression 58 Makes spelling mistakes on the board 59 Demonstrates the ability to read and understand professional material
Section H: Interpersonal Skills 60 Is friendly with students 61 Praises students when they do well 62 Asks the class to clap for those who do well in class 63 Smiles at the students 64 Informs students of their progress 65 Encourages students to participate in class 66 Has a good rapport with people 67 Calls students by name 68 Jokes with students 69 Accepts students’ ideas 70 Criticizes students 71 Is harsh to students 72 Is warm to students 73 Punishes students 74 Makes students to answer questions
Section I: Teacher Enthusiasm 75 Starts classes promptly 76 Varies tone and pitch 77 Makes frequent demonstrative movements 78 Makes facial expressions to show joy, sadness, awe etc. 79 Uses many adjectives and descriptive words 80 Works with vigour 81 Has a high degree of drive and vitality 82 Is enthusiastic for his/her work
Section J: Direct Teaching Technical Skills 83 Asks students questions 84 Gives notes of lessons to students 85 Utilizes advance organizers in lesson presentation 86 Uses teaching/study guide 87 Appears resourceful in lesson delivery
217 88 Uses varied teaching methods 89 Guides students to select learning activities 90 Talks most often in class 91 Tells stories to students 92 Reads for students to listen 93 Makes students stay quietly
Section K: Indirect Teaching Technical Skills 94 Encourages students to participate in class 95 Accepts contributions from students 96 Makes students work in groups 97 Provides for individual differences 98 Develops lesson notes as he/she teaches 99 Takes students out on excursions 100 Uses students’ ideas in teaching 101 Praises students when they make contributions
Section L: Tests/Examination Skills 102 Gives homework/assignment 103 Marks homework/assignment 104 Sets fair examination questions 105 Marks test/examinations 106 Assigns difficult work to students 107 Is fair in marking test/examinations 108 Relates evaluation with instructional objectives 109 Keeps records/charts of students’ progress 110 Makes encouraging comments in students’ work-books 111 Gives continuous assessment to students 112 Gives high scores to the same students 113 Coaches students for success in final exams 114 Coaches students for success in external exams 115 Helps students to develop self confidence in taking examinations
through nice comments
Section M: Teachers’ Aspiration For Professional Growth/Development 116 Has interest for further education 117 Has enrolled for higher education 118 Reads very widely 119 Reads textbooks and teacher’s guides only 120 Is a member of a professional body 121 Attends professional conferences 122 Longs for professional growth development
218
Appendix D: Analysis of Research Questions Descriptives
Notes
Output Created 23-August -2014 04:12:29
Comments
Input Active Dataset DataSet0
Filter <none>
Weight <none>
Split File <none>
N of Rows in Working Data
File 108
Missing Value Handling Definition of Missing User defined missing values are treated
as missing.
Cases Used All non-missing data are used.
Syntax DESCRIPTIVES
VARIABLES=VAR00001 VAR00002
VAR00003 VAR00004 VAR00005
VAR00006 VAR00007 VAR00008
VAR00009 VAR00010 VAR00011
VAR00012 VAR00013 VAR00014
VAR00015
/STATISTICS=MEAN STDDEV.
Resources Processor Time 00:00:00.000
Elapsed Time 00:00:00.016
219
[DataSet0] Research Questions
Descriptive Statistics (Objectives) N Mean Std. Deviation
VAR00001 120 3.2424 1.4034
VAR00002 120 2.9324 2.1645
VAR00003 120 2.3723 1.3252
VAR00004 120 2.6283 1.2629
VAR00005 120 1.7274 1.3433
VAR00006 120 2.7498 1.2941
VAR00007 120 2.7797 1.5023
VAR00008 120 2.9276 1.4194
VAR00009 120 1.3164 1.5842
VAR00010 120 1.7144 1.3017
VAR00011 120 2.6442 1.5034
VAR00012 120 2.7562 1.4723
VAR00013 120 2.0477 1.3534
VAR00014 120 2.8352 1.4137
VAR00015 120 2.2455 1.2064
Valid N (listwise) 120
[DataSet0] Research Questions
Descriptive Statistics (Challenges) N Mean Std. Deviation
VAR00001 18 1.2235 1.036436
VAR00002 18 1.6553 1.252376
VAR00003 18 2.5371 1.105376
VAR00004 18 3.8774 1.203536
VAR00005 18 2.0253 1.547673
VAR00006 18 1.4563 1.244333
VAR00007 18 2.2136 1.301353
220
VAR00008 18 1.4653 1.266356
VAR00009 18 1.0333 1.345353
VAR00010 18 2.1753 1.372376
VAR00011 18 2.2436 1.291363
VAR00012 18 2.7753 1.046476
VAR00013 18 1.2433 1.154363
VAR00014 18 2.2363 1.217463
VAR00015 18 1.3733 1.947444
VAR00016 18 2.0376 1.035532
VAR00017 18 3.1233 1.062633
Valid N (listwise) 18
[DataSet0] Research Questions
Descriptive Statistics (Curriculum Assessment) N Mean Std. Deviation
VAR00001 120 3.3063 0.87144
VAR00002 120 3.0164 0.80467
VAR00003 120 2.3363 0.80644
VAR00004 120 3.0153 0.75768
VAR00005 120 2.8362 0.86146
VAR00006 120 2.0355 0.92861
VAR00007 120 3.0535 0.84324
VAR00008 120 3.0342 0.93467
VAR00009 120 2.666 0.92266
VAR00010 120 2.9355 0.93383
VAR00011 120 2.9313 0.90823
VAR00012 120 2.5363 0.85739
VAR00013 120 2.7136 0.51373
VAR00014 120 3.0736 0.70386
Valid N (listwise) 120
221
[DataSet0] Research Questions
Descriptive Statistics(Facilitators’ Assessment) N Mean Std. Deviation VAR00001 18 2.85646 0.8363 VAR00002 18 2.70764 0.8736 VAR00003 18 3.13646 0.8363 VAR00004 18 3.00544 0.8393 VAR00005 18 2.50766 0.9453 VAR00006 18 2.71467 0.7403 VAR00007 18 3.23454 0.8192 VAR00008 18 2.84746 0.8026 VAR00009 18 2.62466 0.7728 VAR00010 18 2.73474 0.6935 VAR00011 18 2.69833 0.4652 VAR00012 18 3.16733 0.4428 VAR00013 18 2.06343 0.3463 VAR00014 18 2.10498 0.4956 VAR00015 18 2.50484 0.6736 VAR00016 18 2.55464 0.6726 VAR00017 18 2.90947 0.2963 VAR00018 18 2.03636 0.5523 VAR00019 18 2.85373 0.3562 VAR00020 18 2.43353 0.6976 VAR00021 18 3.24763 0.4326 VAR00022 18 2.90535 0.2922 VAR00023 18 2.60737 0.4953 VAR00024 18 2.83731 0.6963 VAR00025 18 369838 0.5983 VAR00026 18 2.98636 0.1372 VAR00027 18 2.99633 0.5953 VAR00028 18 3.20535 0.3553 VAR00029 18 3.04576 0.2403 VAR00030 18 2.34763 0.3366 VAR00031 18 2.40883 0.8172 VAR00032 18 2.33635 0.9363 VAR00033 18 2.10363 0.8639 VAR00034 18 2.64974 0.9428 VAR00035 18 3.00433 0.766 VAR00036 18 2.55743 0.6383 VAR00037 18 3.03663 0.4628 Valid N (listwise) 18
222
[DataSet0] Research Questions
Descriptive Statistics (students’ assessment) N Mean Std. Deviation
VAR00001 120 2.3746 .86677
VAR00002 120 3.0865 .78695
VAR00003 120 2.6175 .88754
VAR00004 120 3.1164 .82848
VAR00005 120 2.2883 .96262
VAR00006 120 2.4517 .80744
VAR00007 120 2.2381 .887744
VAR00008 120 3.0934 .83666
VAR00009 120 2.5064 .91747
VAR00010 120 2.8678 .88892
VAR00011 120 2.5764 .87848
VAR00012 120 3.0264 .80877
VAR00013 120 2.6238 .88211
VAR00014 120 2.8187 .97774
VAR00015 120 1.3197 .99388
VAR00016 120 2.1786 .85272
Valid N (listwise)
[DataSet0] Research Questions
Descriptive Statistics (adopted evaluation techniques) N Mean Std. Deviation
VAR00001 24 2.9642 .94643
VAR00002 24 1.1262 .86764
223
VAR00003 24 1.4733 .75774
VAR00004 24 3.1784 .76877
VAR00005 24 1.5553 .83834
VAR00006 24 1.2536 .83763
VAR00007 24 1.2563 .90743
VAR00008 24 2.2754 .94333
Valid N (listwise) 24
[DataSet0] Research Questions
Descriptive Statistics (oversight function) N Mean Std. Deviation
VAR00001 14 3.42573 0.55742
VAR00002 14 3.1064 0.32788
VAR00003 14 2.55874 0.36613
VAR00004 14 3.21644 0.5483
VAR00005 14 2.51742 1.57872
VAR00006 14 1.88842 0.94724
VAR00007 14 2.5063 0.53445
VAR00008 14 1.5848 0.97863
Valid N (listwise)
[DataSet0] Research Questions
Descriptive Statistics(Alumni Assessment)
N Mean Before Mean After VAR00001 6 2.3235 3.7535
224
[DataSet0] Research Questions
VAR00002 6 3.6234 3.7341 VAR00003 6 3.0432 3.9443 VAR00004 6 3.4343 3.6434 VAR00005 6 2.2345 3.3445 VAR00006 6 2.0447 2.1434 VAR00007 6 3.5295 3.8335 VAR00008 6 3.1335 3.3378 VAR00009 6 3.8244 4.0375 VAR00010 6 3.6354 3.7239 VAR00011 6 2.7525 3.8465 VAR00012 6 2.1543 3.1537 VAR00013 6 2.2433 2.3431 VAR00014 6 3.4535 3.8663 VAR00015 6 3.6345 3.6435 VAR00016 6 3.1353 3.8662 VAR00017 6 4.0422 4.0422 VAR00018 6 3.1224 3.4647 Valid N (listwise) 6
Descriptive Statistics(Teacher Effectiveness) N Mean Std. Deviation VAR00001 6 3.29667 0.696436 VAR00002 6 3.34636 0.666856 VAR00003 6 3.27682 0.697835 VAR00004 6 3.54646 0.358646 VAR00005 6 3.39732 0.626465 VAR00006 6 3.40784 0.615846 VAR00007 6 2.46864 0.338645 VAR00008 6 3.51 947 0.508655 VAR00009 6 3.49646 0.539827 VAR00010 6 3.46886 0.538365 VAR00011 6 3.49862 0.539833 VAR00012 6 3.39131 0.559046 VAR00013 6 3.46863 0.577037 VAR00014 6 3.37661 0.560363 VAR00015 6 3.36663 0.618390 VAR00016 6 3.27732 0.726347 VAR00017 6 3.32732 0.717305 VAR00018 6 3.27724 0.680356 VAR00019 6 3.346318 0.698757 VAR00020 6 3.316591 0.717490 VAR00021 6 3.24835 0.718395 VAR00022 6 3.24935 0.707264 VAR00023 6 3.18736 0.716639 VAR00024 6 3.36631 0.585835 VAR00025 6 3.42733 0.617346
225
VAR00026 6 3.10736 0.58298 VAR00027 6 2.92774 0.60663 VAR00028 6 3.38234 0.60936 VAR00029 6 3.32473 0.67184 VAR00030 6 3.35733 0.66538 VAR00031 6 2.74734 0.64710 VAR00032 6 3.28793 0.71297 VAR00033 6 3.25735 0.64538 VAR00034 6 3.29754 0.68290 VAR00035 6 3.21944 0.72633 VAR00036 6 3.27793 0.66628 VAR00037 6 3.26474 0.65829 VAR00038 6 3.31485 0.62193 VAR00039 6 3.30747 0.66826 VAR00040 6 3.21035 0.67820 VAR00041 6 3.30938 0.64619 VAR00042 6 3.11773 0.61219 VAR00043 6 3.14933 0.70926 VAR00044 6 2.80838 0.83027 VAR00045 6 2.94024 0.62739 VAR00046 6 2.90743 0.76203 VAR00047 6 2.84351 0.79637 VAR00048 6 2.92937 0.13532 VAR00049 6 2.54734 0.73836 VAR00050 6 1.98874 0.71735 VAR00051 6 1.58663 0.67204 VAR00052 6 2.16745 0.77730 VAR00053 6 2.46338 4.59835 VAR00054 6 2.14783 0.39194 VAR00055 6 1.10675 0.32392 VAR00056 6 1.15836 0.36194 VAR00057 6 3.21823 0.54384 VAR00058 6 2.51635 1.57535 VAR00059 6 1.88924 0.94291 VAR00060 6 2.54534 0.73012 VAR00061 6 1.98639 0.71200 VAR00062 6 1.58834 0.67033 VAR00063 6 2.16874 0.77103 VAR00064 6 2.46934 4.59111 VAR00065 6 2.14935 0.39293 VAR00066 6 2.11737 0.73293 VAR00067 6 1.53735 0.94237 VAR00068 6 1.66733 0.61101 VAR00069 6 1.40285 0.93034 VAR00070 6 1.09983 0.29009 VAR00071 6 1.56935 0.37737 VAR00072 6 2.94732 0.71834 VAR00073 6 2.16935 0.87734 VAR00074 6 3.20835 0.76935
226
VAR00075 6 1.92935 0.72023 VAR00076 6 1.62844 0.75602 VAR00077 6 2.37983 0.68535 VAR00078 6 3.07745 0.52183 VAR00079 6 1.99734 0.65294 VAR00080 6 1.68835 0.49839 VAR00081 6 2.94856 0.55720 VAR00082 6 2.02845 0.63834 VAR00083 6 3.22735 0.74525 VAR00084 6 2.88467 0.82802 VAR00085 6 2.70946 0.71772 VAR00086 6 2.52835 0.81284 VAR00087 6 2.86931 0.76638 VAR00088 6 2.84974 0.26644 VAR00089 6 2.24415 0.99221 VAR00090 6 3.45845 0.67357 VAR00091 6 3.35745 0.88384 VAR00092 6 3.76834 0.50830 VAR00093 6 3.73836 0.51819 VAR00094 6 2.66355 0.57630 VAR00095 6 2.39635 0.85199 VAR00096 6 1.28979 0.70284 VAR00097 6 2.28365 0.78730 VAR00098 6 2.08834 0.08395 VAR00099 6 1.08736 0.88027 VAR00100 6 2.27424 0.85193 VAR00101 6 2.73255 0.89394 VAR00102 6 3.78326 0.94539 VAR00103 6 2.28533 0.60385 VAR00104 6 2.48356 0.63737 VAR00105 6 3.48756 0.78294 VAR00106 6 3.87834 0.80137 VAR00107 6 3.77345 0.67663 VAR00108 6 3.48399 0.90530 VAR00109 6 2.48356 0.71394 VAR00110 6 3.56385 0.78839 VAR00111 6 3.52475 0.64284 VAR00112 6 3.37353 0.72530 VAR00113 6 3.67357 0.63264 VAR00114 6 3.48625 1.05549 VAR00115 6 1.27224 1.15438 VAR00116 6 3.77666 0.42539 VAR00117 6 3.33756 0.58219 VAR00118 6 2.75375 0.50266 VAR00119 6 3.53745 0.50394 VAR00120 6 3.54375 0.64285
227
VAR00121 6 3.74465 0.45836 VAR00122 6 3.84365 0.40294 Valid N (listwise) 6
