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.
This material content is developed to serve as a GUIDE for students to conduct academic research
EVALUATION OF TEACHERS’ EFFECTIVENESS IN ART TEACHING IN JUNIOR SECONDARY SCHOOLS OF ENUGU STATE NIGERIA
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