THE EFFECT OF TEACHING PRACTICE ON THE BASIC SCIENCE STUDENT TEACHER, COOPERATING TEACHER AND THE STUDENT
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THE EFFECT
OF TEACHING PRACTICE ON THE BASIC SCIENCE STUDENT TEACHER, COOPERATING TEACHER
AND THE STUDENT
CHAPTER ONE
INTRODUCTION
Background
of the Study
The quest
for improvement in undergraduate teacher education in the Nigeria Universities
has remained a major concern. This is because of the poor quality of the
graduates being produced by these universities. The complaints about the
quality of undergraduate instruction are both current and chronic as observed
by Aduwa-Oglebaen (2005). In addition, he stated that there was the need for
improvement in undergraduate practice in Nigerian universities. He recommended
better preparation of graduates for improving the quality of instruction.
Therefore, there is a great desire for effective undergraduate teacher
education in our universities.
Nigeria has
150 registered universities owned by government (both federal and state), and
private individuals and organizations (Joint Admission and Matriculation Board
(JAMB), 2010). The universities are established to produce high level manpower
among other objectives. To achieve these objectives, various courses are
offered. It is expected that the Nigerian university students, at the end of
their course, should have acquired knowledge and skills required to meet the
challenges of world of work. A graduate is expected to acquire knowledge while
in the school to give him opportunity to contribute o the development of his
society. At the end of his programme, it is assumed that he has passed through
a standard process of training ft)r the award of degree certificate.
In addition,
according to Agbonna, Yusuf, Ajidagba and Olumorin (2010), undergraduates are
exposed to job- training programme. For example, students in the sciences
undertake months of Student Industrial Work Experience (SIWES), education
students are exposed to Teaching Practice, Medical Students do Houseman-ship
while the Law Students attend mandatory Law School. The objective of the job-
training is to give them necessary training and skills needed to face the
demand of their world of work.
However, the
validity of the undergraduate certificates is being questioned, doubted and
debated by education stake holders. This is due to their low productivity and
non performance at job. Many people have expressed their concern on the low
productivity of the• Nigerian university graduates. The National Association of
Pro- Chancellors of Nigerian Universities (NAPCNU), in 2007, declared that many
Nigeria graduates were not employable because they were of low quality (The
Punch, 7th December, 2007). In addition, the then Nigerian Minister for
Education, Sam Egwu at a political forum, stated that 80% of the Nigeria
graduates were unemployable (Nigerian Compass, 5th March, 2009).
A number of
factors have been attributed to the low and poor quality of the Nigeria
graduates. Kilpatrick (1997) observed the situation of teaching and learning in
the university classrooms and he concluded that aimlessness is the most
important single cause of ineffective teaching. Okebukola (2007) maintained
that Nigerian education graduates were inadequately prepared in both content
and pedagogy, and therefore could not teach well or at worst impact wrong knowledge
all of which combined to have negative effect on the performance of the
students they teach.
It has been
observed that the proper implementation of any curriculum at any level is a
function of the quality of the teachers. Okebukola (2007) called for increased
job commitment and the need to update the knowledge of the university teachers
who are responsible for the implementation of the university curriculum. This
means that the teacher is the pivot on which the success of any educational
programme hangs as noted be National policy on Education (2004) which proffers
that no nation can rise over and above the quality of its teachers. This is why
Onwuka (1996) contended that it is the effort of the teachers that a curriculum
which is designed by the planners depends to a large extent for its success in
terms of leading to the appropriate ends of education in the society.
Many
universities in Nigeria have devised various means of improving the performance
of their students with a view to improving their productivity and performance
in the world of work after graduation. Among this is the students’ evaluation
called educational teaching practice to examine teaching effectiveness and
efficiency.
1.1.1
Teaching Practices
Students
teaching practice refers to a periodic evaluation of student- teachers. It
involves a systematic gathering and analysis of information, on the basis of
which decisions are taken regarding the effectiveness and efficiency of the
teacher. Jackson (1998) identified nine
approaches to teacher evaluation, namely: classroom observation, students’
ratings, students’ achievement, peer-rating, self-rating, teacher interview,
parents’ rating, competency tests, and indirect measures. However, recognition
and evaluation of it have different applications for different institutions.
While some supervisors or facilitators shy away from formalizing the means by
which a student- teacher teaching competence is judged, others are reluctant to
give students a voice in the decisions that affect a faculty member’s career
(Eble, 1974). Accordingly, the value of this evaluation is a massive one which
has received considerable hostility and suspicion of some university lecturers
towards some student-teachers. It was literally observed that while early
studies tended to support the reliability of teaching practice, there is doubt
on the validity of the students- teacher’s teaching technique. Marsh (1987)
also observed that several recent reviews of studies in this area are
supportive of their values. This inconsistency may be due to the fact that
teaching effectiveness is multifaceted and that any students’ rating that
focuses on a single overall score of lecturers may be inadequate. David and
Adebowale (1997) cited that a lecturer who was well organized may not be a best
of communicators. To them, failure to separate these different components of
effective teaching has led to conflicting results of research findings.
However,
institutions are beginning to appreciate the fact that there are many sources
of information about teaching effectiveness and many ways of bringing that
information to bear upon the evaluation of teaching practice. According to
Richmond (2003) and Clifford (1999), student opinion is of particular
importance because it represents an important addition to the data customarily
used to judge competence of student teachers. It teaches the one source of
direct and extensive observations of the way student-teachers carry out their
daily and long-range tasks.
David and
Adebowale (1997) noted some benefits of the students’ evaluation to include
among others, that it increases the chances of recognizing and rewarding excellence
in teaching; provides means of interaction between the teacher and the taught;
provides the only direct and extensive information about the teacher; and
provide tangible evidence of students’ recognition and involvement in
rebranding teaching profession. In other words, students’ teaching practice can
be used to improve classroom instruction, student learning, and to foster
professional growth of the prospective student teacher, and also the results of
such evaluation can make the student employable in the labour market. From the
available literature, the question of whether or not students should be
subjected to teaching practice is not the issue, rather, the question is
largely who should do it?, for what purpose?, and by what means?. It is on this
premise that this study is based to find the effect of teaching practices on
the cooperative teachers, the basic science students and the student.
1.1.2
History of Basic Science
Science was
first coined by William Whewell in the 19th century. The history of science is
the study of the historical development of science and scientific knowledge
including both natural sciences and social sciences (the history of the art and
humanities). From the 18th century through late 20th century, the history of
science, especially of the physical and biological sciences, was often seen as
a narrative true theory replacing false ones. More recent historical
interpretations portray basic science as a body of empirical, theoretical and
practical knowledge about the natural world through observation, explanation
and prediction of the real world phenomenon. The dawn of modem science is
traced back to early science during which is known as scientific revolution
which occurred in 16th and 17thi century. Scientific methods are considered to
be the most fundamentals to modem science that consider earlier inquiries into
nature to be pre-scientific. Traditionally, historians have defined science
sufficiently broadly to include those inquiries.
1.2
Statement of the Problem
Several
studies (Ngidi & Sibaya, 2003; Marais & Meir, 2004, and Kiggundu &
Nayimuli, 2009) have been conducted on student- teachers experiences during
teaching practice, but a review of the literature indicate that there are
limited studies that have been conducted on education assessment of the quality
of students teaching practices which has been comprehensively viewed by
lecturers in the Faculties of Education as they are crucial stakeholders in the
sector. Science is the fundamental key to national development. As a result,
society is faced with the challenge of unqualified basic science teachers. This
study is out to investigate the impact of teaching practice on the basic
science student teachers, the cooperating teachers and the students they teach.
1.3 Purpose
of Study
• To
investigate the effect of teaching practice on basic science student teachers’
in terms of classroom teaching preparation and attitude to teaching.
• The impact
of teaching practice on the cooperating teacher in terms of social relationship
and knowledge formation.
• The impact
of teaching practice on the students in respect to the student attitude,
interest and content knowledge in basic science.
1.4
Significance of the Study
This study
would develop the attitude and classroom preparation of basic science student
teacher in preparation for efficacy, efficiency and professionalism in teaching
in science with reference to; Content knowledge; that is, ability to provide
solutions to provide solutions, to reason scientifically thereby providing
answers to question from the students.
Pedagogical
knowledge; that is, collecting data systematically, analyzing the data,
interpreting data and synthesizing analyzed data through practical means and
theoretical understanding.
Working
habits; that is, as a science teacher, there should be clarity, structured
experimentation of facts and nature-like instructional material that would help
the students understand the basis of science. Fostering best practices; that
is, development of good communicative skills, positive attitudes during
teaching, the methods adopted in teaching and ability to render a good learning
content in the classroom.
The study
will determine positive attitude and thoughts in basic science students thereby
choosing a career in teaching and to reveal the essentiality of teaching
practices as a means of acquiring the basic techniques on which future
knowledge can be built upon. The study will alert and put in check the social
relationship that exit between the cooperating teacher and the student teacher
during teaching practice. Also, to investigate cooperating teacher point of
view about teaching practice.
1.5 Research
Questions
The
following research questions were raised to guide the study and to screen if
teaching practice has an effect on the cooperating teacher, basic science
students and the student:
1. What is
the effect of teaching practice on the student teacher in terms of classroom
preparation and attitude to teaching?
2. What will
be the impact of teaching practice on the cooperating teacher in terms of
social relationship and knowledge formation?
3. What is
the impact of teaching practice on the students in respect to interest,
attitude and content knowledge of basic science?
1.6 Research
Hypothesis
The
following Null hypotheses were tested on a level of 0.05% to define the study;
H01: There
will be no significant effect of teaching practice on the
basic
science student teacher in terms of classroom preparation and attitude to
teaching.
H02: There
will be no significant effect of teaching practice on the cooperating in terms
of social relationship and knowledge
formation.
H03: There
will be no significant effect of teaching practice on the students in respect
to interest, attitude and content knowledge of basic science.
1.7 Scope of
the Study
This study
is restheted to the Junior Secondary School students at Ijero Junior High
School located at Educational District 3 Ebute-metta Local Government Area and
Morocco Comprehensive School located at Educational District 2 Shomolu Local
Government Area of Lagos State. Also the study will be limited to the basic
science student teacher at the University of Lagos, Faculty of Education
focusing on the concept of congestion and principal conservation of the study.
1.8
Definitions of Terms
Teaching
Practice: This refers to a periodic evaluation of student teacher. It involves
a systematic gathering and analysis of information on the basis of which
decisions are taken regarding the effectiveness and efficiency teacher.
Pedagogy:
This is an art and science of organizing, preparing and teaching in a
classroom. It is an approach to teaching and learning to impacting of knowledge
or content of the subject areas.
Basic
Science: This is a fundamental science or a science that describes the most
basic objects, forces, relations between forces and matter.
Cooperating
Teacher: A cooperating teacher is a facilitator and a guide to a student
teacher during a principal apprenticeship practice called teaching practice.
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