2012 IJRSET – Volume 1 Issue 1
Author/s:
Ayeni, Adeolu Joshua*
Ondo State Quality Education Assurance Agency, Akure, Nigeria (ayeniadeolu@yahoo.com)
Afolabi, Eyitayo Rufus Ifedayo
Obafemi Awolowo University, Ife-ife, Nigeria (eriafolabi@oauife.edu.ng)
Abstract:
This study examines the relationship between teachers’ performance of instructional tasks and students’ academic performance in the teaching-learning process of secondary schools. The study employed the descriptive survey design paradigm. Respondents consist of 60 principals, 540 teachers and 1800 students that were randomly selected using the multi-stage sampling technique from a pool of 599 public secondary schools (now re-articulated into 301) in Ondo State, South-West, Nigeria. Research instruments tagged, “Teachers’ Instructional Task Performance Rating Scale” (TITPRS), ”Students’ Rating Scale”, Interview Guide for Principals and Teachers’ Focus Group Discussion Guide (FGD) were used for data collection. The hypothesis was tested for significance at p<0.05 probability level of significance, using the Pearson product moment correlation statistics. The study reveals that the major instructional tasks performed by the teachers are the preparation of lesson notes, wrting of scheme of work, and periodic assessment of students’ learning. While the tasks that are least performed by teachers are research into teaching and learning activities, improvisation and usage of instructional materials, marking of exercises/assignments, and regular feedback to students. Furthermore, the results shows that the majority of students (62.2%) perceived their teachers’ performance of instructional task as very effective. Results also shows that the relationship between teachers’ instructional tasks and students’ academic performance is significant (r = 0.828 at p<0.05) with the teachers’ tasks (Mean = 42.17) and students’ performance (Mean = 2.73). This implies that many schools are still striving to achieve quality assurance in students’ academic performance. The study concluded that improvement in the tasks of instructional resource inputs, curriculum delivery, and students’ learning require effective and goal-oriented interrelationship between the school and other stakeholders in education.
Keywords: secondary school; quality assurance; teacher’s quality; learning resources; learning space; instructional performance; school principals; student learning outcome
DOI: https://doi.org/10.5861/ijrset.2012.v1i1.47
*Corresponding Author