Agricultural Science Project Topics

Teachers Effectiveness With Regards To Students Psychomotor Skills Development among Agricultural Science in Secondary Schools

Teachers Effectiveness With Regards To Students Psychomotor Skills Development among Agricultural Science in Secondary Schools

 

Abstract

This study focuses on teacher’s effectiveness and students’ psychomotor skills development among agricultural science in Esit Eket Local Government Area. Five out of eight Secondary Schools in Esit Eket urban were used in Akwa Ibom State during the 2015/2016 academic session. The random sampling technique was used to select 20 students per school. A researcher developed instruments; namely Teacher Effectiveness Rating Questionnaire (TERQ) and Agricultural Science Performance Test Score (ASPTS) were used to gather data for the study. The teacher effectiveness rating questionnaire had two parts. Section A and section B. section A elicited personal data from the respondents and section B contained 10 items statements on a five point liker types scale.

Furthermore, four researcher questions based on the objectives of the study were posed and turned into null hypothesis to provide directions for the study. Test statistics used for data analysis were independent t-test and analysis of variance (ANOVA). Each of the hypotheses was tested as .05 level of significance one hypotheses tested was rejected and three hypotheses tested were accepted.

The following major research findings emerged: Teachers’ knowledge of the subject has no significant difference in the psychomotor skills development of students in agricultural science. Teachers’ gender has a significant difference in the psychomotor skills development of student’s in agricultural science. Teachers’ age has no significant difference in the psychomotor skills of students in achievement of students in social studies. Teachers’ interpersonal relationship has no significant difference in the psychomotor skills of students, in agricultural science.

 

CHAPTER ONE

INTRODUCTION

1.1    Background to the Study 

Education is the basic foundation and development of every nation. Good education does not happen by chance it is a product of effective teaching and learning couple with personal study. It enhances the growth and development of a nation.

According to advanced learner’s dictionary, Education is defined as the process through which an individual is taught better ways of doing things or better ways of doing something.  Teacher have been shown to have an important influence on students  academic achievement and also play a crucial role in their educational  attainment because the teacher is ultimately responsible for translating policy into action and principles based on practice during interaction with the students.

According to Uchefuna (2001) asserted that, the effective teacher as one who produces the desirable out come in the course of the duty. The teacher is seemed the overall pivot of learning in a school environment as his/her ability to impart in terms of quality result.

Psychomotor skill development is the skill development that contain of the dexterity of motor skills. It is also the relationship between or combination of cognitive functions and physical movement. However, teacher one not uniformly effective across all teacher situations. There are different kinds of teacher behavior which are usually stresses in the conceptualization of teacher effectiveness.

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Agricultural science is very important course that has to do with the cultivation of land to grow food and cash crops, farmers, produce many more things for the human consumption. It is also the science and practice of growing crops and keeping animals to produce food and other material for every day use by man. One of the essential of Agricultural science is that of the provision of shelter.

The teacher competence determine the psychomotor skill development in a particular field, hence the teacher or instruction must be effective machine and dexterity of motor skill in order to impart the ideas or knowledge to a greater extent, determine the students overall output in terms of quality result.

According to Addision (2008) the major purpose of hiring a teacher is instructional effectiveness, teacher evaluation should concern it self primary with this good fulfillment. Based on such fact, certain variables stand out clearly as the criteria for judging teacher effectiveness.  They include teachers learning and value teacher enthusiasm, work load, organizational ability, interaction, communication with the students, knowledge of the subject, interpersonal relationship, teacher personality, teachers age and gender, the way and manner he/she sets and marks examinations and the freedom and autonomy he/she gives to the students. Levine (2010)

The national policy of education is of the view that an effective teacher equips students in this modern age of science and technology. Measurable observed behaviours non-quantifiable modes of communication to others interacting in the classroom present or transferable action, beliefs, commitment, skill, developing knowledge of  a given subject, tackling problem in teaching / learning situation and interpersonal relationship with its students. In other words Bowey, Torpe and Hellier (1985) Indicate that teacher effectiveness include student’s acquisition of basic cognitive skills, the development of higher order intellectual activities, awareness of the social work and development of psychomotor skills.

Psychomotor learning is demonstrated by physical skills such as movement, coordination, manipulation, dexterity, grace, strength, speed, actions which demonstrate the fine motor skills such as use of precision instruments or tools. According to Addison (1990) the major purpose of hiring a teacher is instructional effectiveness, teacher evaluation should concern itself primary with this goal fulfillment.  

Based on such fact, certain variables stand out dearly as the criteria for judging teacher effectiveness. They include the teachers learning and value teacher enthusiasm, work load, organizational ability, into action, communication with the students, knowledge of the subject, interpersonal relationship, teacher personality, teachers age and gender, the way and manner he/she sets and marks examinations and the freedom and autonomy he/she gives to the students. Levine and Wright, (1987; Marsh 1994).

A psychomotor development skill is individual’s progress through the cognitive stages, the associative stage, and the autonomic stage. The cognitive stage is marked by awkward slow and choppy movements that the learner tries to control. The learner has to think about each movement before attempting it. In the associative stage of psychomotor, the learner spends less time thinking about every detail, however, the movements are skill not a permanent part of the brain.

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The autonomic stage of psychomotor, the learner can refine the skills through practice, but no longer needs to think about the movement. The national policy of education is of the view that, an effective teacher equips students in this modern age of science and technology.

 

Teachers Effectiveness With Regards To Students Psychomotor Skills Development among Agricultural Science in Secondary Schools

1.2    Statement of the problem      

Despite efforts from educationists in the country for students to lay solid foundation in Agricultural science, the situation has not improved. The process of which the subject is taught and learn in schools is rather slow. Some students look at Agricultural science as a very difficult subject, especially when it involves practical work while others get scared by its volume of contents and concepts.

There has been growing dissatisfaction over the years with poor psychomotor skills development among Agricultural science students.

Students’ achievement on the other hand is usually determined by some factors as, how rich or poor the parents are? How educated are the parents?  What about the types of peer group they belong? And other environmental influences.

The fundamental problem therefore is to determine whether there is any difference between teacher effectiveness and the student’s psychomotor skills development among Agricultural science in secondary schools in Esit Eket Local Government Area. It is against this background that the researcher would embarked on this study.

 

1.3    Significance of the Study

This work would be of much significant for a number of reasons. The beneficiaries will include: Teachers, Students, Educational Administrators and Government

The study would be of theoretical and practical benefit to the teachers and students, educational administrators and managers, Government of Akwa Ibom state and other stake holders in education on issues related to teachers’ effectiveness and psychomotor skills development.

It would also be of much help to these groups of persons and others in quest to bring innovations into the teaching and learning of Agricultural science study the result of this study would assist in exposing both the teachers and students to important variables in teachers’ effectiveness, in teacher education concomitantly they will be exposes to the impotence of students’ interest in the learning of agricultural science study.

Finally, it will help in guiding the views of the public in matters related to teachers’ effectiveness with regards to students’ psychomotor skills in agricultural science.

 

1.4    Objective of the Study

The objective of the study is to investigate teachers effectiveness with regards to students psychomotor skills development among Agricultural science in secondary schools in Esit Eket Local Government Area.

To examine the difference between teacher’s knowledge of the subject and students psychomotor skills development among Agricultural science in secondary schools.

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To assess the differences between gender of the teacher and students’ psychomotor skills development among Agricultural science in secondary schools.

To find out the differences between the age of the teacher and psychomotor skills development among Agricultural science student in secondary schools.

To ascertain the difference between interpersonal relationship of the teacher and students’ psychomotor skills development among Agricultural science in secondary schools.

 

Teachers Effectiveness With Regards To Students Psychomotor Skills Development among Agricultural Science in Secondary Schools

1.4    Research Question

The following research question were asks to what extent does knowledge of teacher influence the students psychomotor skill development in Agricultural science.

To what extent does teacher gender influence the student’s psychomotor skill development in Agricultural science? How does the age of the teacher influence the student’s psychomotor skill development in Agricultural science?

How does interpersonal relationship of the teacher influence the student’s psychomotor skill development in Agricultural science?

 

1.6    Research Hypotheses

The following hypotheses were formulated to guide this research study.

There is no significant difference in the psychomotor skills development of students among Agricultural science based on teachers’ knowledge of the subject.

There is no significance in the psychomotor skills development of the students among Agricultural science based on teachers’ gender.

There is no significant difference in the psychomotor skills development of the students among Agricultural science on teachers’ age.

There is no significant deference in the psychomotor skill development among Agricultural science based on teachers’ interpersonal relationship.

1.7    Delimitation (Scope)

The study was restricted to teachers’ effectiveness and psychomotor skill development among Agricultural science students in secondary schools in Esit Eket Local Government Area. The study concentrated only senior secondary school two students (SSS2) to examine the influence of teacher gender teacher age, teacher interpersonal relationship and the knowledge of the teacher and psychomotor skill development.

1.8    Limitation of the Study

This study is limited to inadequate finance, time, constraint limited materials on the topic area and reticence on the parts of the respondents.

Teachers Effectiveness With Regards To Students Psychomotor Skills Development among Agricultural Science in Secondary Schools

1.9    Definition of terms

(i)     Teacher Effectiveness: This is defined as a body of knowledge a teacher has, which describes his or her patterns of action that are associated with high students’ achievements.

(ii)    Students’ psychomotor skill Development Scores:

This is a test score obtained to measure the psychomotor skill developmental level of students among Agricultural science.

(iii)    Gender:  This can be described as either male or female teachers.

(iv) Interpersonal Relationship: It is a relationship between teacher and    students and how it enhances effective teaching and learning processes.

(V)    Knowledge of the subject:  This is defined as high or low body of knowledge a teacher has in impacting teaching to students in learning Agricultural science.

(Vi)   Development: The act of developing a new stage, event or situation.

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