Perception of Teachers’ Lesson Presentation and Classroom Management as Determinants of Junior Secondary Student’ Performance in Social Studies in Uyo Educational Zone
DOI:
https://doi.org/10.51699/mjssh.v2i11.741Keywords:
Lesson Presentation, Classroom Management, Junior Secondary Student, Performance, Social Studies and Uyo Educational ZoneAbstract
The examined the perception of teachers’ lesson presentation and classroom management as affecting junior secondary student’ performance in social studies in Uyo Educational Zone. An ex-post facto design was adopted for the study. The study was conducted in Akwa Ibom State. The targeted population for the study comprised of all social studies students in junior secondary school three (JSS3). Stratified sampling technique was used to select a total number of 494 Junior Secondary three (JSS3) social studies students in uyo educational zone. The research instrument used in the study were: “Teaching Effectiveness Test Scores (TERS) and “Social Studies Achievement Test Scores” (SSATS). Face and content validation of the instrument was carried out by an expert in test, measurement, and evaluation in order to ensure that the instrument has the accuracy, appropriateness, and completeness for the study under consideration. The reliability coefficient obtained was 0.83, and this was high enough to justify the use of the instrument. The researcher subjected the data generated for this study to appropriate statistical techniques such as descriptive statistics meant to answer the research questions and simple regression analysis meant to test the hypothesis. The test for significance was done at 0.05 alpha levels. The study concluded that there is a significant difference in the social studies performance mean score of the student who perceived their teachers’ lesson presentation as effective. It also found out that there is a significant difference in the social studies performance mean score of the student who perceived their teacher’s classroom management as effective and those perceived as ineffective. One of the recommendations made was that there should be pedagogical training for the teachers by putting in place regular seminars, workshop and conferences to help improve and update their methods of teaching.
References
Allen, E. A (1989). Attitude to school and teachers in a secondry school modern school. Unpublished M. A. Thesis University of London.
Allen, E. A (1989). Social studies for student and teachers. Owerri: Totun publishers (Nig.) Limited
Anadi, C. C. (1997). Implication for teacher education institution In Nigeria, in chilolue, M. C. and Anadi, C. C. (eds). Effective teaching the Nigerianperspective Awak: faculty of education Namdi Azikiwe University.
Benneth, N. (1988). The effective primary school teacher : the search for a theory of pedagogy. Teaching & teacher education, 4 (1) 19 -30.
Berry, B. (2003) . what is mean to be ‘highly qualified teacher’. southeast centre for teaching quality
Bishop, R. Glynn, G. (1999). Culture counts: changing power relations in education. Palmerston North, Nz Dunniore press.
Brophy, J. (1988) Educating teachers about managing classroom and students. Teaching and teacher education, 4(11) 1-18.
Brophy, J. (1988). Educating teacher about managing classroom and student. Teacher and teaching education. 4(11) 1-18
Corno, L. & Snow, R. (1986). Adapting teacher to individual difference among leaners. In M. Wittrock (Edds.). hand book of research on teaching (3rd edition, pp. 605.-629). New york: macmillan
Cruickshank, D. R. Jenkins, D. B. & Metcalf, Kirk. (2003). The act of teaching. New york: McGrew-Hill
Diem, R. (2000). Can it make a difference? Technology in social studies teacher preparation.(online serial)
Doyle, W. (1936). Classroom organization and management. In M. C. Witrock (ed.)
Elisner, E. (1991). What really counts in schools. Educational leadership, 48 (5): 10-17
Gregoric, A. (9178): learning teaching styles: potent forces behind them. Educational leadership, 35:234-236
Hand book of research on teaching (3rd E.d., pp. 393 -431). New york macmilan.
Heburn S. (1999): functional education: A panacea to challenge of nation building in the next millennium. A key note address at the 4th national congress, Kastina FCE.
Johnson, D. M. (1973) Evaluate of five methods of teaching concept. Journal of education psychology, 53:65-71
Joyce, B. and Weil, M. (1986). Models of teaching (3rd edition). Englewood cliffs, NJ:Prentice Hall3
Marzona, R. J. & Marzona J.S. (2003). The key to classroom management. Educational relationship, 61 (1): 1-9
Marzona, R. J.(2003). Classroom management that works . Alexandri, V.A. ASCD.
Modibo, J. (2004). Re-engineering teacher education education in Nigeria for programme. Re-design. ECOJTE Vol. 1, No. 1-10
Morrison, A. & . (1980). The social psychology of teaching. New york: penguin books Ltd.
Musgrove, A. & Taylor, P.H. (1979). Society and the teacher’s role. New york: Routledge & kegan paul
Silber man, M. L. (1990). Behavior expression of teachers’ attitude towards elementary school student. Journal lof education psychology, 60: 402-407.
Wayne, A. M. & youngs, P. (2003). Teacher characteristics and student achievement gains: A Review of Educational Research, 73 (1): 89 -122.
