CHAPTER FOUR: THE PROBLEMS AND PROSPECT OF TEACHING METHODS IN SOME SELECTED SCHOOLS IN KADUNA NORTH LOCAL GOVERNMENT AREA OF KADUNA STATE


DATA ANALYSIS, PRESENTATION AND DISCUSSION
4.0 introduction
This research was carried out on the problems and prospects of evaluation of teaching methods In Kaduna north local government, where six primary school were selected.
Table 4.1 Number of questionnaires that were given to each school.
s/n
Schools
No. issued
No. Returned
Percentage
1
L.E.A Primary School U/Dosa
5
4
80
2
L.E.A Primary School Kawo
5
4
80
3.
L.E.A Primary School U/Rimi
5
3
60
4.
L.E.A Primary School Maiduguri
5
5
100
5.
U.B.E Primary School U/Sarki
5
5
100
6.
L.E.A Primary School Badarawa
5
1
80

Total
30
25


Percentage
100



A total of 30 questionnaires were given out to the teachers, out of which 25 of the questionnaires were returned i.e 100% questionnaire were given, but 86% were returned.
Research Question 1
Table 4.2.  what is the qualification of teachers handling the subject in various schools selected?
s/n
Qualification
No. of teacher
Percentage
1.
B.ED
-
-
2.
NCE
3
15
3.
Grade II
17
85
4.
A level Diploma
-
-
5.
G.C.E/S.S.C.E
-
-

Total
20
-

Percentage
-
100
                   

In the above table, 15% of the teachers have N.C.E, while 85% have grade II certificate. With the information above, most of the teachers have grade II certificates. Only few teachers have the proper qualification in the teaching of primary school subjects.
Majority of teachers who teach in primary schools have not gotten any special qualification and training needed to handle the subjects, there is the tendency that most of the teachers bend towards the knowledge, gathered/acquired only from their secondary and primary education.
Research Question 2
Table 4.3    what  is the number of years of  teaching experiences?
s/n
No. of years
No of teachers
Percentage
1.
1-2 years
3
15
2.
3-4 years
5
28
3.
5 and above
12
57

Total
20
-

Percentage
-
100

The table above shows that 15% of the teachers have taught either for one and two years, 28% for the three years and four years and 57% for the five and above years. The majority of the teachers 57% have taught for five years and above. They have teaching experience added to the fact that these subject are compulsory subjects in primary schools,
These subjects need teachers who are specialized in these areas, for the subjects to be taught effectively, applying the necessary methods of teaching. These subjects are compulsory and the demand for teachers is high. These subjects are compulsory and the demand for teachers is high. This leads to the employment of unqualified teachers. A teacher may specialize in social studies, but then employed to teach Health Education.
Despite their years of service, they have not attended any course of workshop on the subject they have been employed to teach, therefore, they find it difficult to differentiate the methods used in teaching the subject they have employed to teach the subject they were trained on.
Research Question 3
Table 4.4 what is the number of various method used in teaching?
Method of teaching






Lecture method
10
48
8
38
3
14
Inquiry
5
24
12
58
4
19
Dramatization
4
19
9
43
8
38
Individual instruction
3
14
7
33
11
52
Team teaching
7
33
6
29
8
38
Assignment
10
42
9
43
2
9

The above table shows that 48% of teachers use lecture method very often, 38% often and 14% not at all. 24% use inquiry method very often,58% often and 19% not at all. Dramatization, 19% use the method very often, 43% often and 38% not at all. 42% of the teachers use assignment method very often, 43% often and the remaining 9% not at all. Most of the teachers use lecture and assignment more than the rest.
Research Question 4
Table 4.5        what is the type of Teaching Aid and the Frequency of it use?
Teaching aids
Frequency
Of Use


No.
%
Map
5
24
14
67
2
9
Chart
4
19
14
67
3
14
Film strips & slides
0
o
O
o
25
100
Pictures
1
19
16
76
1
5









With the above table, 24% used map very often, 67% often and 9% not at all. 0% does not use films strips and slides probably because of its cost and the electrification of the schools. 19% use chart very often, 67% often, and 14% not at all.
It is therefore clear, that majority of the teachers use picture as their teaching aids, followed but maps and charts. Blackboard is frequency used probably because it is the most accessible teaching aid available. Most teachers use drawing on chard board papers.
Below are some of the textbooks used in primary schools for different subjects.
s/n
Name of textbook
Authors
1.
Macmilian primary science
M.B Oguniyi              
P.A.O Oke Bukola ,Uzo Egbu, Garba isa Mahmoud.
2.
Understanding mathematics
Maria N. David-Usuagwu P.h.d
3.
Lantern step to quantitative reasoning
Ore Olunloye
4.
Lantern step to verbal reasoning
Ore Olunloye
5.
Modern computer science
D.O Emetoleole
6.
Macmilan English
Nick Coates
7.
Illesanmi Social studies
Chief (Dr.) G.E Illesami
Mrs G.O Illesanmi B.A Ed
8
Illesanmi Elementary Science
B. Adosun Alonge
9.
Illesanmi Health Education
Dr. G.E Illesanmi
Mrs.C.A Illesanmi


This table above, shows the types of textbook for the various subject used in primary schools, and their authors. These textbooks are ostensibly used by the teachers and the children. The table also indicates that the most popular textbooks in these schools are:
a.    Macmilan primary science by M.B Oguniyi, P.A.O Oke Bukola, Uzo Egbu Gara and isa mahmoud.
b.    Understanding mathematics, by Maria N. David Usuagwu P.hd
c.    Lantern Quantitative verbal reasoning by Ore olunloye.
d.    Lantern step verbal reasoning by Ore olunloye.
e.    Modern computer science by D.O Meteole.
f.     Macmilan English by nick Coates.
g.    Illesanmi social studies by chief (Dr) G.E illesanmi and Mrs. G.O Illesanmi.
h.    Illesanmi Elementary Science, by  B. Adeosun Alonge
i.      Illesanmi  Health Education by Dr. G.E Illesanmi and Mrs. C.A Illesanmi.
4.2       Findings
            The following are the major findings of the study:
(a)  Teachers’ knowledge on process/product evaluation needs to be harnessed with organizations or institutions that have much experience in effective teaching.
(b)  Deduction from returned questionnaires has pointed out that the teaching methods in schools are faced with some problems of unqualified teachers, and lack of proper teaching aids.
(c)  Implementation of process and product evaluation, requires the changing of the prevailing institutional values and derivatives especially teachers and students role expectation, by the National Policy on Education.
(d)  It has been discovered, that it is not the level of the system (institutional) that matters, but the quality of the teachers/administrators in pursuing/reaching the height of their teaching career.
4.3       Discussion Of The Findings
The effect from all analysis is, if we cannot discriminate between these three groups on the basic of level of teaching method, that they have attained; nonetheless, we can discriminate between them on the basis of how that level was reached to become teachers in primary schools form observation of the three groups on what they agreed to or disagreed, these direct our attention to the fact that there exist several attitudes and motives by teachers supporting the combination of process/product evaluation in teaching. This includes the following:
-          This will help pupils to achieve more and put more interest in their school work.
-          It will also help the pupils relate more and this will help the pupils too understanding the teacher the more.
4.4       Education Visit      
s/n

Number
percentages
1.
Very often
-
0
2.
Often
-
-
3.
Not often
9
43
4.
Not at all
11
57

The table above shows the frequency that teachers use to take their pupils for educational visit. The teachers do not take their pupils for educational visits very often because of the cost implication of such visits on the parents or the school.
Concerning this aspect, we discovered that the main problem that teachers do not take their pupils on educational visit is mainly financial problem. The schools and the parents are financially handicapped to sponsor such educational visits especially if the place is far.
4.5       Contents      
s/n

Number
Percentage
1.
Very suitable
20
80
2.
Suitable
15
60
3,
Not suitable
5
20
4.
Total
40
-

Percentage
100
-

With the above, 80% agreed the content is very suitable for the primary schools, 60% agreed that is suitable, while 20% said that the content is not suitable, on what level would the teacher like their subjects to be introduced? Majority of them agreed that it should start from primary school, which may serve as a basic foundation for any educational background.
Many teachers, still maintain that the school authorities do not give them adequate information as to how a particular subject deserves. This could be noticed in the authority to encourage many activities like educational visits and field trips despite pressure from the members of staff.
s/n
Choice
No. of students
Percentage
1.
Integrated science
17
17
2.
Social Studies
30
30
3.
English language
14
14
4.
Computer Science
37
37
5.
Mathematics
2
2

Total Percentage
100
100

As the table above shows, students prefer some subjects than others. Computer science has a higher percentage form the rest subjects because as thy learn, they derive fun from the computer learning and practicing with a computer. 17% of the pupils prefer integrated science. 30% prefer social studies. 14% prefer English language. 2% prefer Mathematics. Mathematics had the lowest percentage in preference. Most pupils find it difficult to understand mathematics, probably because the teacher did not employ the correct teaching method, maybe because he is not an expert in that area, to educate pupils on how to understand a particular subject, the teacher must evaluate after every lecture to test pupils ability and help those who are lagging behind.
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