INSTRUCTIONAL PROBLEMS ASSOCIATED WITH THE POOR PERFORMANCE IN SECONDARY SCHOOLS BY HISTORY STUDENTS IN ENUGU NORTH LOCAL GOVERNMENT AREA

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INSTRUCTIONAL PROBLEMS ASSOCIATED WITH THE POOR PERFORMANCE IN SECONDARY SCHOOLS BY HISTORY STUDENTS IN ENUGU NORTH LOCAL GOVERNMENT AREA

Abstract

This study investigated instructional problems associated with poor performance in secondary schools by History students in Enugu’s north local government area. Two sets of questionnaires were raised to guide the study, while two hypotheses were formulated and tested at a 0.05 level of significance. The study assessed the variables responsible for students‟ poor performance in History examinations. The primary data for the study were collected through the use of a questionnaire, while the secondary data for the literature review were collected from available literature on the topic. The data were presented using a table tabular statistical system, and analysis of the research questions was done using a simple 2.50 mean criterion for acceptance of items. The Pearson Product Moment Correlation Coefficient (PPMCC) was used to test hypotheses 1, 2, and 3, while the t-test statistical analysis was used to test hypothesis 4. The findings of the research revealed that inadequately qualified History teaching staff, inadequate laboratory facilities, and the use of ineffective teaching techniques by history lecturers were the major causes of students‟ poor academic performance in history examinations. Given this, the research recommended that government and college management should equip History laboratories with adequate functional facilities, qualified history lecturers should be employed while the unqualified ones should be encouraged to go for further study and attend conferences and workshops to update their knowledge on History

 

CHAPTER ONE

INTRODUCTION

Background of the Study

Teaching is communication. In good communication, there are three important aspects. These include the person giving the information, the message that is to be passed, and the receivers.

According to Wikipedia Encyclopedia, instructional refers to the practice of maximizing the effectiveness, efficiency, and appeal of teaching and learning experiences. The process consists broadly of determining the current state and needs of the learner defining the end goal of instruction and creating some “intervention” to assist in the transition of knowledge. Instruction may be aimed at teaching learners problems solving skills, thinking and reasoning skills including perception memory, language, etc. many would agree that people learn better when they can build on what they already understand known as “schemes” but the more a person has to learn in a shorter amount it is to process that information in working memory.

Dick and Carry (2004), presented an instructional model which addressed instruction as an entire system, focusing on the inter-relationship between contest, content, learning, and instruction. According to Han, the component such as the instructor, learners, materials, instructional activities, delivery system, learning, and performance environments interacts with each other and work together to bring about the desired student learning outcomes.

Hornby (2001), defined a problem as anything difficult to deal with or to understand, therefore the problem associated with the use of instructional materials in teaching and learning processes could be centered on its misuse with the set objectives. It could be regarded as obstacle to the smooth process of communication with the learners. According to Ashby (2001), performance refers to how well or poorly somebody esdoes something; meanwhile, instructional problem affects the students’ academic performance. If the processes used in communicating with the students are not smooth or the instructional material is misused with the set objective, then the students will perform negatively. Instructional problems, therefore, are those obstacles that pose difficulty in dealing with in the process of communicating skills, attitudes, and values to the learner.

These obstacles among others include:

Methodologies: According to Abdullahi (2009), methodologies employed in any teaching matters in that it acts as a driver that drives the instructions to the learner.

Meanwhile, if the wrong methodology is employed for a particular instruction while teaching it presents confusion to the learner.

Wrong usage of the Instructional Materials with the set Objective: The set objective is a point of focus for the teacher while teaching. Akinsoba (2009) added that the usage of instructional material should be done by the set objective otherwise it leads the learners far from what they ought to understand on a particular topic.

Improvisation of Instructional Materials: According to Dahar, M.A., Faize, F.A., Nawaz, A. and Dahar, R.T., (2010), improv is making something or someone using whatever is available usually because you do not have what you need. It presents an obstacle to communicating skills, attitudes, and values improvisation does not suit the topic because improvisation is made when there are no instructional materials. Okeke (2009) stressed the need to provide adequate instructions for the teaching and learning of history.

Lack of Instructional Materials: Some of the topics being treated or thought in History do not lend themselves to the usage of instructional materials. Onuigbo (2003) outlines some of the topics in History that do not lend themselves to instructional materials, these include word stress, sentence stress, intonation, and the second system of English. Nelson-Jones, R. (1996) published an influential taxonomy of what he termed the three domains of learning; cognitive (what one knows or thinks), psychomotor (what one does physically), and affective (what one feels or the attitude one has). These taxonomies as stated by him are what instructional material touches, so any topic that does not have instructional materials cannot reflect the cognitive, psychomotor, and affective domains of the learners. Sweller (2006), measured the effects of working memory load and found that a lack of instructional materials has a direct effect on the performance of the learners.

Language of Instruction: The language used while teaching instructional materials matters. Langdon (1998) added that the outcomes of this instruction may be directly observable and scientifically misused or completed and assumed when it is used with the wrong language. Languages of instruction have far reading implications on the performance of the students in various areas. One of the areas is in School Certificate History. Poor performances have been recorded in School Certificate History in recent times. According to Richard (1999), the poor performance of students could be attributed to misuse of instructions, and wrong application of methodologies to reflect cognitive, psychomotor, and Affective domains of the learners. It will not be out of place for one to blame these poor performances on the instructional process. Poor performance in school certificate history is an unacceptable development in the students’ carrier.

In this study, instructional problems associated with the poor performance of students in school certificate history will be determined, with particular reference to those in Enugu North Local Government Area of Enugu State

Statement of problem

The importance of History for the nation’s economic development cannot be overemphasized. In the same vein: the present poor performance of students in History as reflected in the Junior Secondary School Certificate Examination (JSSCE) report by the Chief Examiner on students’ performance cited in Enugu north Zone from 2001 to 2003 sessions is of utmost concern. According

to Okonlcwo (1995). inadequate qualified History teachers result in poor

performance of students in History. ‘This poor academic achievement in

The history program in Nigeria is unsatisfactory. This state of affairs is very disturbing.

Many factors. include strategies adopted by Nigeria History teachers. According to Ekunno (1994), poor teaching methods used in History give rise to inadequacy. Students’ performance in History cannot be improved unless teachers adopt suitable methods and approaches to teaching History.

 

 

Purpose of the Study

Specifically, the study sought to:

  1. find out the extent to the available History teachers influence students‟ academic performance in History in secondary schools in Enugu north.
  2. find out the extent to the teaching methods used by teachers influence students‟ academic performance in History in Enugu north.

 

  1. Find out the extent that the teacher’s‟ use of the available instructional facilities influences students‟academic performance in History in  Enugu north.

 

  1. Establish the difference that exists between Secondary schools in Enugu north on the influence of teachers’‟ use of available instructional facilities and instructional methods on students‟ academic performance in History.

 

1.5 Significance of the Study

The findings would be significant to student teachers, parents, school administrators, the ministry of education as well as the at large. The result of this research would help the students in the advancement of their knowledge as well as increase their awareness and understanding of the subject. The result would also help teachers to understand the effects of certain processes and at the same time increase their understanding of the appropriate skills, methods, and specific teaching behavior. Similarly, the result of this research would help in increasing and understanding the awareness of parents as to the importance of History in the overall development of the economy of the nation in general, as well as knowing the remedies to their children’s failure in History examination. The outcome of this research would also make the school administrators, the ministry of education, and the government bring about better and improved practices in History to remedy the problems of teaching and learning History in secondary schools. However, this study would serve as insight to the general public particularly for further study by researchers in this field.

 

1.6 Scope of the Study

This study instructional problems associated with poor performance in secondary schools by History  students in Enugu North local Government Area

INSTRUCTIONAL PROBLEMS ASSOCIATED WITH THE POOR PERFORMANCE IN SECONDARY SCHOOLS BY HISTORY STUDENTS IN ENUGU NORTH LOCAL GOVERNMENT AREA

 

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