ABSTRACT

This project was carried out to determine the effect of poor teacher– pupil relationship in academic achievement of biology students on Enugu South Local Government. The literature were reviewed under the following subheading; the concept of a teacher, improving academic achievement of the learner, factors affecting teacher – pupil relationship in the learning environment, implication of poor teacher- pupil relationship in academic achievement and summary of the review of related literature. This study was conducted in Enugu South Local Government which is made up of nine (9) secondary school. Out of the total number, five (5) were randomly sampled and used for this research work. Six (6) research questions guided the study. The instrument used to obtain information was questionnaire items drawn from six (6) research questions. The data was collected and analyzed using frequency tables and percentages. From the analysis of data, the following was found out; that biology teachers use praises on the pupils in their class, that biology teachers use leisure time to engage the pupils in a friendly chat, that biology teachers punish and react towards pupils in the class whenever their attention is needed by them, that biology teachers allow pupils’ freedom, that students communicate freely with their biology teachers in the classroom and that relationship with biology teachers affect the performance of the students in the subject. Based on the findings, the researcher recommend that the government should try to provide the necessary educational facilities and equipments to the schools and also employ biology teachers that posses the minimum qualification of Nigeria certification in education (NCE).

 

 

TABLE OF CONTENTS

Title Page  –        –        –        –        –        –        –        –        –        i

Certification       –        –        –        –        –        –        –        –        ii

Approved Page   –        –        –        –        –        –        –        –        iii

Dedication –        –        –        –        –        –        –        –        –        iv

Acknowledgement       –        –        –        –        –        –        –        v

Abstract     –        –        –        –        –        –        –        –        –        vi

Table of Contents        –        –        –        –        –        –        –        vii

List of tables       –        –        –        –        –        –        –        –        x

Abstract     –        –        –        –        –        –        –        –        –        xi

 

CHAPTER ONE:       INTRODUCTION

Background of the Study     –        –        –        –        –        –        1

Statement of the Problem     –        –        –        –        –        –        5

Purpose of the Study   –        –        –        –        –        –        –        6

Significance of the Study     –        –        –        –        –        –        7

Scope of the Study      –        –        –        –        –        –        –        9

Research Questions     –        –        –        –        –        –        –        9

CHAPTER TWO:     REVIEW OF RELATED LITERATURE

Concept of a teacher    –        –        –        –        –        –        –        12

Improving academic achievement of the learner      –        –        15

Factors affecting teacher – pupil relationship in the learning

Environment      –        –        –        –        –        –        –        –        17

Implication of poor teacher pupil relationship in academic

Achievement      –        –        –        –        –        –        –        –        21

Summary of the review of related literature    –        –        –        24

 

CHAPTER THREE:           RESEARCH METHOD

Design of the study     –        –        –        –        –        –        –        26

Area of the study         –        –        –        –        –        –        –        27

Population of the study        –        –        –        –        –        –        27

Sample and sampling technique    –        –        –        –        –        28

Instrument for data collection       –        –        –        –        –        28

Validation of instrument      –        –        –        –        –        –        29

Method of data analysis       –        –        –        –        –        –        30

Decision rule      –        –        –        –        –        –        –        –        30

CHAPTER:  FOUR PRESENTATION AND ANALYSIS OF DATA

Research question 1    –        –        –        –        –        –        –        31

Research question 2    –        –        –        –        –        –        –        33

Research question 3    –        –        –        –        –        –        –        36

Research question 4    –        –        –        –        –        –        –        38

Research question 5    –        –        –        –        –        –        –        39

Research question 6    –        –        –        –        –        –        –        41

 

CHAPTER FIVE:      DISCUSSION OF FINDING,                                                CONCLUSION, RECOMMENDATIONS                  AND SUGGESTIONS

Discussion of finding  –        –        –        –        –        –        –        44

Educational implication of the study     –        –        –        –        47

Recommendation         –        –        –        –        –        –        –        47

Summary   –        –        –        –        –        –        –        –        –        49

Conclusion-        –        –        –        –        –        –        –        –        50

Suggestion for further study –        –        –        –        –        –        51

References –        –        –        –        –        –        –        –        –        52

Appendix 1         –        –        –        –        –        –        –        –        54

Appendix 11      –        –        –        –        –        –        –        –        55

 

CHAPTER ONE

INTRODUCTION

BACKGROUND OF TE STUDY

          Education is a highly rated public venture used as an instrument par excellence in natural development. Also Education is a process of receiving or giving systemic instruction especially at school or university, “a new system of public education”. According to fafunwa (2004) Education is an aggregate of all the process by means of which a person develops abilities and other forms of behaviour of positive value in the society in which he lives. Education is a life life – long process that is, the process of renewing or up – dating knowledge to ensure job security, effective social, political and economic participation continuous individual growth and development. (Nzeneri, 2008). According to Igbo (2006) Education is the process by which society deliberately transmit its cultural heritage through institutions such as schools, college and universities. It also prepares a person to perform justly, skillfully and magnanimously in war or at peace on the bases of acquired knowledge, skills and attitudes. Education is the process of remarking experience; giving it more socialized value through increased individual experience by giving the individual better control over his own powers Ozochi (2009). Credence is given to this view by National Objectives of Nigeria Education as seen in the second National Development Plan and endorsed as the necessary foundation for the National Policy on Education (NPE). According to NPE (2004), the following are the aims and objectives of Education

1. The inculcation of the national consciousness national unity
2. The inculcation of the right type of values and attitudes for survival of the individual and the Nigeria society.

iii.     The training of the mind in the understanding of the world       and

1. The acquisition of appropriate skills, abilities and competencies both mental and physical as equipment for the individual to live in and contribute to the development of his      society. Based on using education as a tool for the realization           of the national objectives, various other achievement are          expected from education in national devilment, such aims are        as follow; better human relationship, self realization,          individual and national unity.

According to Olumba (2003), these aims can never be actualized if there are poor relationships existing between the teacher and his pupils. Bringing these aims to reality depends on the orientation of teachers and pupils in the educational system because good education requires trained and committed teachers, who will carry the pupils along with them to achieve the educational goals.

The purpose of introducing this study is to make the teacher-pupils relationships among biology teachers and their pupils in discharging their respective duties in order to achieve the aims of the National Policy on Education.

Philosophy of education laid emphasis on human rotation in the process of teaching and learning. It is believed that teaching in every respect is a serious business and should be seen tot be so. As a banker is governed by certain principles which made him expert in his field, so is the teacher governed by certain principles which made him to be expert in his own area of specialization. Teaching is the process of inculcating in the learners the desirable knowledge, culture, skills, values and norms which will make him to be useful to himself and the society at large. Therefore to promote the relationship between the teacher and pupils, the teacher must determine the best efficient and effective methods of teaching, the selected materials to create conducive learning experiences that will utilize the content associated with each objectives.

However, in order to improve students in biology, it is necessary that pedagogy becomes a study; otherwise, there is nothing to hope from it. To this end, a careful analysis of any method must precede its use. This is where philosophy comes in so it is on philosophy that the art of education must wait for a design of action. Evident are the several theoretical models which philosophers and educators have come up with according to their best or frame of mental dispositions. For examples, the nationalist emphasized on motivation, direct experience and on maintaining interest of the child. Their main concern is to create suitable environment in order to influence the development of an individual. Pragmatist recommend socialized techniques, projects and problem solving method. Yet, the divergent and wide these schools are, they focus on common problem militating against education, the aims of education, the nature of the learner, educational content, method and the condition under which the learners can obtain the maximum experience.

Moreover, in view of the above background, the researcher is challenged to find out the effect of poor teacher – pupil relationship on academic achievement of biology students.

 

STATEMENT OF THE PROBLEM

          The school system generally in Enugu urban has seen associated with poor academic performance, formation of bad gangs by pupils, perpetual hatred to teachers, neglect of some subjects which then gave rise to serious problems for the realization of educational objectives.

It is unfortunate that a good number of pupils have lost virtues of good behaviour since their teachers did no longer show the love, care and affection.

In the sight of the above problems, the researcher therefore intend to carry out this study in order to emerge with some empirical data relating to the extent to which poor teacher – pupil relationship has contributed to the non effective academic achievement of biology students in Enugu South Local Government.

 

PURPOSE OF THE STUDY

The main purpose of this study is to find out the extent the effect of poor teacher – pupil relationship on the academic achievement of biology students in Enugu South Local Government. Specially, the study intends to find out.

1. The extent to which biology teachers use praises on the pupils in their class.
2. The extent to which biology teachers use leisure time to engage the pupil in a friendly chat.
3. The extent to which biology teachers punish and react towards pupils in the class whenever their attention is needed          by them.
4. The extent to which biology teachers allow pupils freedom in the biology class.
5. The extent to which biology students communicate with their biology teachers in the classroom.
6. The extent to which their relationship with their biology teacher affect their performance in the subject.

 

SIGNIFICANCE OF THE STUDY

This research work is being carried out to investigate the effect of poor teacher – pupils relationship on academic achievement of biology students in Enugu urban, Enugu South Local Government Area. The work will go along way in helping all state holders of education which includes teachers, pupils, parents and the entire system of education.

The researcher’s work will be of benefit to the teachers as it will serve as sense of direction to them by helping them to understand and know the reason why children perform blow standard, academically in Enugu urban. Also the work will be of benefit to pupils as they acquire more knowledge which thereby changes the academic achievement from negative to positive based on the improvement in their relationship with them. In the case of ministry of education, they will benefit from their names being gazette in their magazine having recognized them for excellence. The ministry of education may as well give them grants to maintain the schools in all activities such as sports and other equipment required; thereby the schools would be a liability.

 

SCOPE OF THE STUDY

For an efficient and successful work to be carried out, the researcher limit this study to a defined geographical zone that is concerned Enugu Secondary Schools, Enugu South.

The researcher also consulted materials like textbooks, journals, periodicals and also sample some secondary schools in Enugu Urban, Enugu South Local Government Area.

 

RESEARCH QUESTIONS

The following questions where formulated to guide the study.

1. To what extent do biology teachers use praises on the pupils in their class?
2. To what extent do biology teachers use leisure time to engage the pupils in friendly chat?
3. In what way do biology teachers punish and react towards pupils in the class whenever their attention is needed by    them?
4. To what extent do biology teachers allow pupils freedom in the class?
5. To what extent do biology students communicate freely with their biology teachers in the classroom?
6. To what extent do students’ relationships with their biology teacher affect their performance in the subject?

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