CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Education is a veritable tool that is profitable for the development of an individual and the economy. Education contributes immensely to the social, political and economic growth of a nation. With education, the human resource base of an economy is built and that is why it is one of the priorities of most government to finance the education sector of an economy (Owolabi, 1987). Education is a great venture for any economy, which is the more reason government, ensures that certain factors are put in place to improve the quality of education in the country.
Primary education is the main thrust for other forms of education. The academic performance of a student for other levels of education (secondary/tertiary) is determined from his primary education (FRN, 2004). The objectives of the primary education include improving the level of literacy, encouraging scientific and creative thinking among students, citizenship education, character and moral development, developing skills and equipping the child for further education. The above objectives can only be achieved with the help of a competent teacher. Quality education can be achieved with the assistance of a quality teacher (Lassa, 1996). James (2003) describes the teacher as the center-point wherewith educational development revolves around. It is the backbone of education. Ukeje (2000) mentioned in one of his works that the UPE programme of 1976 failed in Nigeria due to incompetent teachers in Nigeria. The teaching profession requires well trained personnel, intelligent and passionate people who will produce quality students. A study that was carried out by UNICEF in line with the Federal Ministry of Education proved that teachers’ worth the best input in the educational system (UNICEF 2001).
Over the years, there have been cases of rise and fall in Nigeria’s educational system and this is largely attributed to the performance of teachers (Bamisaye, 2000). This is tied to the training received by teachers, either sandwich or fulltime. Not until the 21st century, teachers in Nigeria were always trained in Teacher Training Colleges. Recently, Nigeria’s National Policy of Education in Section 9, sub-section 61 stated its requirements for teachers which include WASC being the lowest qualification for teachers and NCE being the entry qualification for teachers. It is quite noticeable that most teachers in Ogun state primary schools are NCE holders and that this study aims at evaluating their performance.
1.2 STATEMENT OF THE PROBLEM
The teacher factor has been a problem to the educational system of Nigeria. Most teachers with NCE qualification in primary schools in Ogun state seem not to employ professionalism in the discharge of their duties.
Also, some NCE teachers have the problem of effective communication while teaching. Most of them do not use the lingua franca-English language in teaching primary school students in Ogun state. Due to this poor background of teaching in the primary schools, these primary school students on graduating from the primary school have difficulty expressing themselves in simple English language.
Away from the problems associated with NCE teachers, is the problem of poor remuneration of teachers with NCE. Meager salaries are paid to teachers with NCE and this discourages them from discharging their duties effectively, they are not in any way motivated; thus giving room for laxity, lateness and nonchalant attitude in discharging their duties.
These are some of the problems this study is meant to examine in other to proffer solutions to them.
1.3 OBJECTIVES OF THE STUDY
The major objective of this study is to evaluate NCE sandwich teacher’s performance in Ogun state primary schools.
Other specific objectives include:
a) To examine the impact of NCE sandwich teachers on Ogun state students’ academic performance.
b) To examine the effectiveness of the teaching method used by NCE sandwich in Ogun state.
c) To determine the significant relationship between teachers’ qualification and the students’ output.
1.4 RESEARCH QUESTIONS
The following research questions are generated to guide this study:
a) What is the impact of NCE sandwich teachers on Ogun state students’ academic performance?
b) How effective is the teaching method used by NCE sandwich in Ogun state?
c) Is there a significant relationship between teachers’ qualification and the students’ output?
1.5 RESEARCH HYPOTHESIS
H0: There is no impact of NCE sandwich teachers on Ogun state students’ academic performance.
H1: There is an impact of NCE sandwich teachers on Ogun state students’ academic performance.
1.6 SIGNIFICANCE OF THE STUDY
This study is meant to educate, inform and enlighten the general public and government on NCE sandwich teachers’ performance on primary schools, particularly in Ogun state.
This study will be of immense benefit to other researchers who intend to know more on this topic and can also be used by non-researchers to build more on their work. This study contributes to knowledge and could serve as a guide for other work or study.
1.7 SCOPE OF THE STUDY/LIMITATIONS OF THE STUDY
This study is restricted to the evaluation of the NCE sandwich teachers’ performance, a case study of Ogun state.
Limitations of study
- 1. Financial constraint- Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
- 2. Time constraint- The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.
1.9 DEFINITION OF TERMS
EVALUATION: The making of a judgment about the amount, number, or value of something; assessment.
NCE SANDWICH: The Nigerian Certificate in Education (N.C.E.) is a special A-Level grade Course intended for Secondary school leavers or their equivalent.
On the one hand, it is taken as an A-Level Course because it upgrades the knowledge of its student to an A-Level standard in the particular subject of his/her choice; while on the other hand it is referred to as SPECIAL A-level because it also equips the students with the techniques and methodologies of TEACHING.
TEACHER: This is someone who delivers an educational program, assesses student participation in an educational program and/or administers or provides consistent and substantial leadership to an educational program.
PERFORMANCE: The accomplishment of a given task measured against preset known standards of accuracy, completeness, cost, and speed. In a contract, performance is deemed to be the fulfillment of an obligation, in a manner that releases the performer from all liabilities under the contract.
PRIMARY SCHOOL: A primary school or elementary school is a school in which children receive primary or elementary education from the age of about five to twelve, coming before secondary school and after preschool. It is the first stage of compulsory education in most parts of the world, and is normally available without charge, but may be offered in a fee-paying independent school.
UPE (UNIVERSAL PRIMARY EDUCATION): Is a goal stated in many national development plans and pursued with vigor by governments of most developing countries. Primary Education is seen as the first step in laying the foundation for future educational opportunities and lifelong skills.
REFERENCES
Owolabi, O. (1987). Politics and Cultural Content of Educational Planning. Aderibigbe Publishers, Ibadan.
FRN (2004). National policy on education. Abuja: NERDC.
Lassa, P. N. (1996). A foreword in teaching education: An imperative for national development (Ed.) Kaduna: NCCE.
James, N. A. (2003). Challenges and future of teacher education in Nigeria (Ed.) Multi-disciplinary Journal of Research Development, 1(1), 48-52.
Ukeje, B. O. (2000). Universal basic education in Nigeria: Logistics and implementation strategies. A keynote Address presented on the occasion of an International Conference on
Universal Basic Education held at the University of Nigeria, Nsukka, from July 3 – 7.
UNICEF, (2001). Children and women’s right in Nigeria: A wake up call. Abuja: UNICEF Office
Bamisaye, E.A. 2000. New Sources of Funding the University System in Nigeria. Spectrum Book Ltd, Ibadan.
