Instructional Problems Associated With The Poor Performance In School Certificate English Language By Students
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Instructional Problems Associated With The Poor Performance In School Certificate English Language By Students
ABSTRACT
The survey research design was used in the study because it facilitates the collection and analysis of data on existing issues. The study focused on the nine (9) secondary schools in Enugu North Local Government Area, Enugu State.
The study’s population consists of all secondary school pupils in the Enugu North Local Government Area, Enugu State. Five (5) schools were purposefully chosen among a total of nine (9) schools in the research area using a random sampling technique. The instrument employed was a questionnaire designed to elicit replies about the subject of inquiry.
The researchers collected data firsthand, with the assistance of three study assistants. Copies of the questionnaire were distributed and collected on-site. This is to ensure a sufficient return rate.
The data was analysed using the mean and standard deviation. A criterion mean of 2.5 was determined. Mean scores of 2.5 or more were considered to be a high-level instructional problem, whereas mean scores less than 2.5 were considered to be low-level instructional problems.
Chapter one
Introduction:
Background of the Study.
Teaching entails communication. There are three key elements to effective communication. These include the individual providing the information, the message to be transmitted, and the recipients.
According to the Wikipedia Encyclopaedia, instructional design is the practice of improving the efficacy, efficiency, and appeal of teaching and learning experiences. The process generally comprises of evaluating the learner’s current condition and needs, establishing the end objective of education, and developing a “intervention” to assist in the transition of knowledge.
Instruction may be designed to educate students problem-solving abilities, as well as thinking and reasoning skills such as perception, memory, and language.
Many people would agree that people learn better when they can build on what they already know, often known as “schemes,” however the more a person needs to learn in a shorter period of time, the easier it is to process that knowledge in working memory.
Dick and Carcy (2004) proposed an instructional paradigm that addressed education as a whole system, with a focus on the interplay between contest, content, learning, and instruction.
According to Han, components such as the instructor, learners, resources, instructional activities, delivery system, learning and performance settings interact with one another and collaborate to achieve the desired student learning results.
Horaby (2001) described a problem as something that is difficult to deal with or understand; hence, the problem linked with the usage of instructional materials in teaching and learning processes could be centred on its abuse in relation to the established objectives.
It could be viewed as impediments to the smooth flow of communication with the learners. According to Ashby (2001), performance relates to how well or badly someone does something, whereas instructional problems have an impact on students’ academic performance.
Students will perform poorly if the communication methods utilised with them are not seamless or if the instructional material is not employed in accordance with the established objectives. Instructional issues are consequently those hurdles that make it difficult to communicate skills, attitudes, and values to the learner.
These obstacles, among others, include:
Methodologies: According to Abdullahi (2009), methods are used in any educational situation in that they operate as a driver, driving instructions to the student.
Meanwhile, if the improper methodology is used to teach a specific instruction, it causes confusion for the student.
Wrong use of instructional materials with the set objective: The set objective is the teacher’s primary emphasis when teaching.
According to Akinsoba (2009), the use of instructional material should be done in accordance with the specified objective; otherwise, learners would be led astray from what they should comprehend on a specific issue.
Improvisation of Instructional Materials: Dahar, M.A., Faize, F.A., Nywaz, A., and Dahar, R.T. (2010) define improvisation as creating something or someone out of whatever is available, usually because you don’t have what you actually need.
It creates barriers to transmitting skills, attitudes, and beliefs. Improvisation is inappropriate for the topic because it is performed in the absence of instructional materials. Okeke (2009) emphasised the importance of providing adequate instructions for teaching and studying the English language.
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