EVALUATION OF TEACHERS’ EFFECTIVENESS IN ART TEACHING IN JUNIOR SECONDARY SCHOOLS OF ENUGU STATE NIGERIA

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Abstract

This  study  was  designed  to  evaluate  teacher  effectiveness  in  Art teaching in Junior Secondary Schools in Enugu State. Five research questions and three  hypotheses  were formulated  to guide the  study.  A  questionnaire (Standard  Art  Teachers’  Evaluation  Model)  was  structured  with  53  items addressing the research questions. The entire 126 Art teachers in Enugu State Junior Secondary Schools and their 77 supervisors in the positions of deans of studies, vice principals (academic) or principals responded to the same items on         the         questionnaires         to         balance         the         responses. The reliability of the instrument was established by the use of Cronbach Alpha reliability method. The reliability index of 0.84 for the first cluster (items 1- 25), 0.76 for the second cluster (items 26-35), 0.67 for the third cluster (items 36-44), 0.66 for the fourth cluster (items 45-49) and 0.77 for the fifth cluster (items  50-53)  were  got.  The  overall  cluster  yielded  an  index  of  0.745 indicating  a  high  reliability  and  judging  the  instrument  as  consistent  in measuring  what  it  is  intended  for.  The  researcher  and  5  trained  research assistants distributed the instrument while Mean and Standard Deviation were used  to analyze  the data.  The three  hypotheses  were analyzed  using t-test statistics at 0.05 level of significance. The study revealed that (i) many of the Art teachers used in the study possess minimum qualifications (NCE). Of the entire one hundred and eighteen Art teachers in the study, sixty-eight of them possess  NCE,  while  eighteen  possess  HND.  Out of the eighteen that  have HND, only seven have teaching qualifications and thirty-two have BA degrees in Fine and  Applied Arts and possess teaching qualifications,  (ii) these Art teachers possess the needed competencies for effective Art teaching, (iii)  the teachers  are competent in the improvisation of Art teaching materials, (iv) the teachers are competent   in the application of Art teaching methods, (v) they also  possess the needed  evaluation  competencies  and (vi) the  Art teachers often attend in-service activities. On the three hypotheses used, the findings show that (i) there is no significant difference in the mean ratings of specialist and non specialist  Art teachers  on  competencies  possessed,  (ii) there is no significant difference in the mean ratings of urban and rural Art teachers on the  improvisation  of Art  teaching  materials,  and  that  (iii)  gender  is  not  a significant factor in the   mean ratings of male and female Art teachers on the application of teaching methodology competencies possessed for effective Art teaching.    Based  on the findings  of this study,  it is recommended  that (i) efforts  should  be made by Enugu  State Post Primary School Management Board  to  grant  in-service  training  to  Art  teachers  as  a way  of  upgrading themselves.  (ii)  workshop,  conferences  and  exhibitions   should  regularly organized  for these Art teachers to enable them  improve on their skills for effective Art teaching (iii) the frequency of supervision of Art teachers should be increased to make sure the teachers always utilize the necessary skills and increase their preparedness for effective Art teaching (iv) adequate provision of art materials for teachers’ demonstrations and students’ practice (v) more graduate  Art  teachers  should  be employed  to spread  Art teaching to more

Junior Secondary Schools   and (vi) government  should encourage  effective Art teaching through the provision of incentives for Art teachers.

CHAPTER ONE

INTRODUCTION

Background of the Study

The origin of the word “education”, like most English words, is traced to a Latin word “educare”, which means to form or train. Education is a life-long process that begins at birth and continues till death. Various authorities in education have looked at the meaning of education  from different  perspectives.  In all, it is obvious  that education is central in the development of a nation and human society in general.

Adiele in Ahumibe (1979:10) defines education as a desirable change in human behaviour. Within the passage in reference, Ukeje (1992:1) explains education in a more  general  term  by saying  that  the  process  of education  occurs  whenever  any influence produces a change in the physical or mental behaviour. As a result of the essence  of  education,  every  country  embarks  on  education  to  achieve  desired behaviour and contribution to national development from its citizenry. According to Obanya (2004:96) “a democratic society strives to harness the talents which teachers and schools have cultivated for popular participation in development”.

The  educational   philosophy   of  a  country,   which   is  tailored   towards   the achievement  of the  above goals,  is embodied  in its educational  policy.  However, achievement  of the educational  goals and objectives  of a country is  placed at the shoulders of its teachers. Teachers, therefore, have become inevitable in the general development  of a nation and for them to succeed,  it is  imperative  for them to be effective.

The teacher is not only responsible for the translation of educational policies but also plays an important role in its implementation (Maduewesi 2005:10). Maduewesi (2005:10)  went  further  to  state  that  the  duties  of  the  teacher   include  that  of

interpreting the curriculum and instructional materials, as well as in assessing learning outcome at the level of the learner. National Policy on Education  (2004:38)  while commending the importance of the teacher in national  development,  states that no nation can rise above the quality of its teachers.  Within this understanding,  every country maps out an adequate programme for the production of effective teachers to match her expectations.

Teacher   training  programme   therefore   is  expected   to  contain   adequate measures that are aimed at inculcating in the teacher the necessary competencies that will make him effective.  The effective utilization  of these  competencies  to a very large extent, accounts for his output as well as the academic success of his students. No  doubt,  the  public  expectation  from  the  teacher  is  highly  demanding  and  his training is therefore, expected to equip him with the magic wand for success. Ukeje (1992:1)  and  Tahir  (2005:1)  agree  on  the  importance  of  the  teacher  in  quality education  delivery.  They  agree  that  the  teacher  is central  in the  achievement  of education that meets the desired quality.

Teaching, according to Saylor and Alexander in Pepple and Esu (2005:50), is the systematic presentation of stimuli. This implies that it is the teacher who generates knowledge  and learning in the classroom.  In other words, the  learning that occurs from teaching results from the knowledge and effort of the teacher(s).  This view is in consonance with the opinion of Pepple and Esu (2000:50) which states that teaching is a process which requires a display of expertise in helping someone to learn. The above statements agree that learning is largely dependent on the teacher who is, as a result, is expected to be effective in the discharge of his duties.

Amalaha (1979:230) defines effective teaching as connoting the ability on the part of the teacher to communicate, which is reflected in a lucid presentation and the

transmission of an “infectious” enthusiasm. This is to say that a teacher has to be very competent  if he is to effectively impart knowledge  and skills to his  students in a manner which will enhance students learning and interest.

Art learning, like other forms of learning, is dependent on two major factors. These factors are learners’ trait and the learning environment.  Trait  naturally,  is a broad  system  of similar  action tendencies  existing  in the person  we  are  studying (Allport 1961:337). On the other hand, environment, according to Chiras (2006:479), refers to the factors that constitute an organism’s surroundings,  the most important being those components  that influence the  organism’s behaviour, reproduction and survival. These two learning factors (trait and environment) are so important in the discourse of education  that they,  among other issues, occupy the front burners of learning researches.

Of the two factors, however, one can say that it is the environment  that  has greater influence on the learner. Environment may be said to posses “the last word” according to Blair, Jones and Simpson (1975:35). This stand is based on the fact that no organism, in spite of its innate potentialities  or capabilities,  can survive outside favourable  environment.  It is an adequate  environment  that  fertilizes  ones  natural potentialities. Heredity and environment have correlations. Santrock (2004:84) states that the heredity-environment correlation involves the concept that individuals’ genes influence the type of environment they are exposed to. This is to say that in his view it is  heredity  that  decides  what  environment  is  to  develop.  This  goes  however  to corroborate Blair, Jones and Simpson (1975:35) that environment has the last word on the outcome of the correlation between it and nature.

Plomin and DeFries in Santrock (2004:85) further the opinion that individuals inherit environment that are related or linked to their genetic propensities.  The above positions are further strengthened by the fact that when, as a result of unfavourable environment, an individual is unable to achieve his innate potentials, chances are that with exposure to the right environment he is capable of regaining a reasonable level of those potentials. A process referred to as canalization in the study of growth.

In learning, environmental factors cover a range of things which include the teacher, school, learner’s school-mates, location of the school, etc. The teacher is an important  factor  in the learning environment  and is in the  position to control the environment  to  some  extent.  On  the  basis  of  this  assumption,  it  behooves  on researchers to investigate  the extent of effect the  teacher’s competency has on the learner. In other words, the same assumption has instigated this study which seeks to determine the Art teacher’s effectiveness in Junior Secondary Schools in Enugu State, Nigeria.

One is aware that an effective Art teacher has to perform effectively in the discharge of his teaching. The level of his effectiveness is dependent his level of his possession and application of certain teaching skills. Proper utilization of these skills enhances the students’ learning.   In Art teaching, as it is in other areas of teaching, effective Art teaching can be summed up to mean that such a teacher is capable of achieving the objectives of his teaching as part of the  general aim of achieving the goals of education.  In other words, it is the achievement of his quota of the general expectation of the entire teachers in the education system of a country. These skills that can make his teaching effective are many and at times vary in usage, depending on what he is teaching.

This study evaluates effectiveness in terms of performance in the area of Art teaching by Art teachers in Enugu State Junior Secondary Schools. It also takes into cognizance the fact that these teachers comprise of males and females and that they

operate  within urban and  rural settings.  School location  and  teachers’  gender  are therefore considered necessary in this research to find out if all the groups   are as expected, effectively contributing to the overall output of Art teachers in the area of this study. The effectiveness of both groups is considered essential if the teachers are to  make  the  necessary  contributions  required  of  them  in  the  development  and successful learning of the child vis-a-vis the realization of the objectives and goals of Art teaching and education generally.

The decreasing number of students who offer Fine Arts at higher institutional levels in Nigeria necessitates the relevance of this work as continued reduction along this line will drastically affect the future and growth of the subject. The Art teacher is expected to be very effective in the delivery of his professional services. He or she is expected to do it in such a manner that will guarantee the realization of the goals and objectives of Art teaching which includes the academic success of his students. This is very necessary  for the  academic  growth of the child  and the development  of the nation.

Statement of the Problem

It was really difficult to get the British colonial government to accept to include Fine Arts in the curriculum of Nigerian education.  The initiation of  this  inclusion faced a lot of obstacles before it was eventually positively concluded as part of the country’s educational curriculum. When the subject  was eventually included, there was an influx of demands for the services of its initiator who had to teach so many students at several schools located within Lagos.

In  1926,  the  situation  warranted  the  request  and  the  subsequent  government invitation of a white Artist in the person of Kenneth Murray, who came in 1927 to join Aina Onabolu in the handling of the increasing demands for Art teaching in many schools. Though Onabolu was not allowed to officially start Art teaching in Nigeria until he had acquired a London Diploma in Art, it was his request for a helping hand that warranted the invitation of Murray.

One may likely conclude that the probable delay in the recognition of Art in our school curriculum until the acquisition of a diploma by its initiator points to the fact that the colonial administrators were probably looking for Onabolu’s acquisition of the competencies necessary for him to deliver (achieve effective teaching).  When the acquisition of a diploma was made by him, his status changed and that seemed to have paid off as many students in Lagos where that opportunity existed rose to the occasion and benefited from Onabolu’s acquired competencies that were followed by his new status. With that situation, Art teaching began to flourish in the country.

Several years after the establishment  of Art teaching in Nigerian schools,  the dwindling number of students who offer Art in our secondary schools is disheartening considering the euphoria that greeted its introduction. The situation is not encouraging in the face the present level of unemployment in the country and in spite of increased emphasis  on education  that  is  self-supporting.  Art  enjoys  government  interest  in National Policy on Education (2004:19) where it is included among the pre-vocational electives  in the Junior  Secondary Schools  and  in NPE (2004:21)  where it is also among the vocational electives. One expects that many students will offer Fine Art at the tertiary schools to sustain the future growth of Art in the country by correcting the situation where only few students offer the course in our schools.

There  are  some  serious  problems  that  have  bedeviled  Art  teaching  in  our schools. They include situations where a few number of students study Art at senior secondary school level which dovetail into a situation where we have low enrolment of   Art   students   in   West   African   School   Certificate   (WASC)   and   National Examination Council (NECO) examinations, as well as low enrolment of students for Fine Arts in Higher  institutions.  All these amount to the denying the  students the privilege to benefit from the intellectual and skillful gain from the  subject. All the above problems amount to treat to growth of the subject.

With the above situation, examining Art teacher’s effectiveness in teaching to ascertain whether the situation has something to do with  teaching ineffectiveness or inability  to  deliver.  This  is  also  necessary  considering  the  promise  for  teacher competence  as made  in NPE  (2004:38)  where it states  that our teacher  education among other things has the goal of producing highly motivated,  conscientious  and efficient classroom teachers for all levels of our educational system. This is necessary bearing in mind that the policy also promises to provide teachers with the intellectual and professional background adequate for the assignment and make them adaptable to changing situations. These statements amount to the policy guaranteeing that all our teachers (Fine Arts teachers inclusive) shall adequately be professionally prepared for the proper execution of their trade.

The decreasing number of students who offer Art Education at the colleges of education necessitates the relevance of this work as continued reduction along  this line is going to drastically affect the future of Art teaching in the country. No doubt, the teacher is expected to be very effective in the delivery of his professional services to guarantee growth in Art Education and students’ success. He is expected to do it in such a manner that that will guarantee the students realization of coming out in flying colours after their examinations. This is very necessary for the individual growth of these students and the nation at large.

Purpose of the Study

The general purpose of the study is to teacher effectiveness in Art teaching in Junior  Secondary  Schools  in  Enugu  State,  Nigeria.  Its  specific  objectives  are  to ascertain the:

(i)        Educational qualifications  of Art teachers  in Enugu State Junior  Secondary

Schools.

(ii)       Adequacy of the number of Art teachers for the effective teaching and learning of Art in Junior Secondary Schools in Enugu State.

(iii)      Adequacy   of  these   Art   teachers’   preparation   and   presentation   of   Art instruction.

(iv)      The effectiveness of the teachings of the Art teachers.

(v)       Effectiveness of methods utilized these teachers in teaching. (vi)      Effectiveness of their evaluation of students.

(vii)     Frequency at which these Art teachers update their skills.

Significance of the Study

The findings of this study will help to highlight the problems inherent in Art teaching  in  our  Junior  Secondary  Schools.  This  research  will  go  a  long  way  in exposing more relevant approaches to Art teaching in our Junior Secondary Schools through bringing to fore the necessary skills, as well as the very important teaching methods  which are necessary for effective  Art  teaching. It will also  highlight  the instructional materials needed for effective Art teaching.

The  findings  of this  study will  enhance  the  academic  performance  of  Art students in our Junior Secondary School students as it will expose both teachers and students to useful approaches  to handling Art questions  in their  Senior  Secondary School Certificate Examinations. The findings of this study will also help in exposing

self-reliance  potentials  of the subject  as it will  encourage  the students  to take  to careers in Art for self reliance and their future education. The suggestions of study will also be beneficial to other areas of study which make use of Art potentials like architecture  by forming a good  Art background  for their  potential students at the Junior Secondary Schools.  Art teachers,  curriculum  planners  as well as education administrators will benefit from the findings of this study.

Scope of the Study

This research work is on the evaluation  of teachers’  status  in relation  to effective  Art  teaching.  It  is  restricted  to  Enugu  State.  The  participating  teachers operate within the same educational system.

The status  being  investigated  is delimited  to  the different  positions  these teachers have attained due to their educational qualifications or experience. The work will  also  consider  the  adequacy  of  the  number  of  these  teachers,  the  skills  they possess including the preparation and presentation of Fine Arts instructions as well as the effectiveness of the teaching and evaluation methods they use for their students. Research Questions

(i)      What are the academic qualifications of Junior Secondary School Art teachers in Enugu State?

(ii)       Which of the needed competencies for effective Art teaching are possessed by

Junior Secondary School Art teachers in Enugu State?

(iii)      How competent are Enugu State Junior Secondary School Art teachers in the improvisation of Art teaching materials for effective Art teaching?

(iv)      How  competent  are  Enugu  State  Junior  Secondary  School  teachers  in  the application of Art teaching methods for effective Art teaching?

(v)       Which of the needed evaluation competencies are possessed by Enugu State

Junior  Secondary School Art teachers for effective Art teaching?

(vi)      How frequent do Junior Secondary School Art teachers in Enugu State attend in-service activities?

Research Hypotheses

In this study the following null hypotheses were formulated and tested at 0.05 level of significance. They were stated as follows:

HO1: There is no significant  difference  in the mean ratings of specialist and  non- specialist  Fine  Art  teachers  on  the  competencies  possessed  for  effective teaching.

HO2: There is no significant difference in the mean ratings of Urban and Rural Art teachers on the improvisation of art teaching materials. HO3: Gender is not a significant factor in the mean ratings of Male and Female Art teachers on the application of Art teaching methods.



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