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
|