Project Materials

EDUCATION

EDUCATIONAL SERVICES, TEACHER QUALITY AND STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC SENIOR SECONDARY SCHOOLS

EDUCATIONAL SERVICES, TEACHER QUALITY AND ’ ACADEMIC PERFORMA IN PUBLIC Y SCHOOLS

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ABSTR

Educational services refer to the services offered to teachers to improve their quality and promote teacher effectiveness in the school system, whereas teacher quality is a measure of excellence, particularly as it relates to a high level of competence and value of instructors.

Specifically, the y ied the relationship between the provision and consumption of educational services and the quality of teachers and academic achievement of ents.

After the fact, a correlational survey design was adopted and conducted. Using a simple random sample procedure, 3,360 participants were selected from a target population of 8,800. (3080 teachers and 280 principals).

At the time of this survey, respondents were selected from 280 (35%) of the 800 Public Senior Secondary Schools in Nigeria’s Central Zone. Three questionnaires developed by the researchers were utilized to collect pertinent data for the y: the Availability of Educational Services Questionnaire (AESQ), the Teacher Quality Assessment Questionnaire (TQAQ), and the Students’ Academic Performance Proforma (SAPP).

Six specialists in Educational Management, Science Education, Measurement and Evaluation, and s validated the tools. After a three-week test-retest, the coefficients of reliability for the AESQ and TQAQ were determined to be 0.75 and 0.78, respectively.

There were six and nine hypotheses that were developed and tested. Means and percentages were utilized to address the posed y topics. Using multiple regression analysis, the main hypothesis was tested.

In addition, Pearson Product Moment Correlation al Methods were applied at a significance level of 0.05 to assess the operational hypotheses.

The replies from teachers suggested that the provision of library services, computer services, and education resource center services was badly inadequate (22%, 37%, and 38%). Between 2004 and 2008, 12.0% of pupils passed the West African Senior Schools Certificate (WASSCE).

The Fitted Multiple Regression Model was significant at = 0.05, demonstrating a significant association existed between educational services, teacher quality, and ents’ academic performance (p-value 0.05, R2 = 0.51).

The investigated hypotheses demonstrated a substantial and positive link between the provision of library services, supervision of instruction, and instructors’ in-service training and the academic achievement of pupils (r = 0.54, p 0.05; r = 0.52, p 0.05; and r = 0.70, p 0.05).

There was a significant, positive, and strong correlation between the usage of computer-assisted instruction, education resource centre services, teacher academic qualification, and ents’ academic achievement (r = 0.54; p 0.05; r = 0.80; p 0.05; and r = 0.53; p 0.05).

Further analysis revealed a substantial, positive, and robust association between instructors’ professional credentials, teachers’ experience, and ents’ academic achievement (r = 0.71, p 0.05; r = 0.73, p 0.05).

The conclusion of these findings was that the academic achievement of children cannot be decided by a single element of teacher quality alone, but rather by the amount to which they receive a combination of educational services concurrently.

On the basis of this y’s findings, it was suggested, among other things, that the old ents’ association, philanthropists, and well-intentioned members of society assist in the provision of essential educational services such as libraries and computer laboratories for effective teaching and learning.

The acquisition of computer skills should also serve as a promotion criterion for secondary school educators. Priority should be given to the periodic assessment of teacher compensation, which must be based on teacher and ent success.

EDUCATIONAL SERVICES, TEACHER QUALITY AND ’ ACADEMIC PERFORMA IN PUBLIC Y SCHOOLS

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