Background

Academic performance of the students may be affected by several factors. Literature has widely identified and categorized the factors into teacher, student, school and home factors. In secondary school, students are taken through a formal process by which society deliberately transmit its accumulated knowledge, skills, customs and values which have been going on from one generation to the other (Kevin, 2012). Academic performance is globally recognized as a tool to measure learning in educational institutions.

School and student factors have been significantly associated with students’ achievement in school. Among these factors that may make contribution directly or indirectly to academic performance, peer influence has always been ignored. Education scholars and researchers are increasingly getting interested in investigating how peer influence affects academic performance. Peer groupings may play a major role in academic performance of the students.

A study done in Washington on family, peer and neighborhood influence on African American Junior students revealed that peer influence had detrimental effects on the academic achievement. This was not supportive to developmental theories that suggest that peer groups promote well developed and skilled child that is motivated for better academic performance (Gonzales, Cauce, Friendman & Mason, 2002). A longitudinal study carried out in Florida State found out that peer effects was significantly associated with classroom performance depicting the importance of identifying strong and stable peer groups in the class. In his article on peer effects on academic performance among public elementary schools in Boston public schools, Kevin (2012) asserts that there is sufficient evidence that peer influence affect child academic performance. He argued that a low performing student improves significantly when he/she interact with peer of high performance. Still in Louisiana State, a study carried out to find out the association between the peer relationship and academic performance showed that children who had positive peer relationship performed better academically (Zitzmann, 2000).

In other developed countries such as Japan, China and Canada, elementary, middle and high schools leave the students to interact freely. Principals have established schools as a resource centre to students and their families by ensuring schools have strong counseling, a special education program and before and after school child care programs. They meet with superintendents, legislators, and members of the community to ensure the school has the resources it needs to serve its students adequately (Brook, 2000). In most schools in Malaysia, the school structures vary by the size of the school and the school district, a factor that greatly impacts on the level of student interaction. In larger schools and districts, principals have more resources and staff to help them achieve goals and meet standards which promotes good relations and enables good child interaction. In Nepal,  most schools record different performances among students basing on whether they are in some social grouping or not. Teachers in Nepal, though, fully aware of the differences in performance caused by the peer groupings; tend not to do much to ensure that the students’ grades are harmonized (Brown, 1996).

In many African countries, some of previous studies conducted have revealed a wide variety of discriminative behaviours among students that significantly affected their academic performance (Michele & Barret, 2010). Students tend to come up with small groupings based on unobservable and immeasurable factors common to their members. A study carried out by Southern and Central African Consortium for monitoring Education Quality(SACMED) targeting six countries namely Nigeria, Malawi, Mozambique, Tanzania, Uganda and Zambia found that social influence have large effects on learning of the students. The study attributed poor academic performance to peer effects and it was more evidenced among girls (Michele & Barret, 2010). In Uganda, Mozambique, Rwanda and many West African countries, students in the same class reach different levels in educational achievement due to their peer groups (Ralph & Mortimer, 2006). One reason for this discrimination relates to students’ interest in being associated with others than being alone giving them a sense of belonging (Brown, 1996).

Nigeria’s education system is dominated by examination-oriented teaching. Passing examinations is highly rated as a benchmark for academic performance among students and students. There is over reliance on scores and transition rates as core measures of achievement (Kamau, 2002). The quality of school administration plays a vital role in academic performance as it is concerned with students, teachers, rules, regulations and policies that govern the school system. This leaves the school focused on the administration and student academic performance not considering the social well being of the individual students which are dependent on their peer groupings (Lane, 2005). This study therefore sought to establish the relationship between Influence of peer pressure and gender on students performance in Junior secondary school

Statement of the Problem

Students’ academic performance may greatly depend on the internal school environments to which the students are subjected. Several factors have been documented to have significant contribution on students’ performance. Research conducted in 2001 in Nigeria by the Ministry of Education showed that more than 70% students performed poorly in examinations due to school environment to which they were subjected (Kamau, 2002). From Evaluation Test Report (2012) by Lagos state Education Board, there has been a trend of low examinations performance among students in the upper classes by consistently having class four on the top among the upper classes in the three terminal examinations. Students in class 7 had scored the lowest score of between 40 to 46 points for three consecutive examinations in 2012. This might be associated to their developmental stage. According to Kirk (2000), students at adolescent stage are in the process of developing a value system and are vulnerable to peer influence.

Programs have been rolled out by various stakeholders among secondary school in Nigeria to enhance student performance through various methods such as better learning environments and provision of equipment for easier learning (Odeng, 2007). However, little gains have been realized. It is against this background that this study was conducted to establish peer influence on academic performance of students in secondary school.

Objective of the study

The main objective of the study was to establish Influence of peer pressure and gender on students performance in Junior secondary school

The specific objectives of the study were to:

1. Investigate the impact of school type on peer influence and academic performance among the
2. Determine the impact of students’ gender on peer influence and academic performance.
3. Determine the impact of students’ age on peer influence and academic performance.
4. Determine the relationship between peer group discussions and academic performance in secondary school in Lagos state.
5. Determine the relationship between peer group behaviour and academic performance in secondary school in Lagos state.
6. Determine the effect of peer group conflict on academic performance in secondary school in Lagos state.

Research Questions

The study collected data to answer the following questions:

1. What is the effect of school type on peer influence and academic performance among students?
2. What is the effect of students’ gender on peer influence and academic performance among students?
3. What is the effect of students’ age on peer influence and academic performance among students?
4. What is the relationship between peer group discussions and academic performance in secondary school in Lagos state?
5. What is the relationship between students peer group behaviour and academic performance in secondary school in Lagos state?
6. What is the relationship between peer group conflict and academic performance in the secondary school in Lagos state?

ABSTRACT

The study assessed the Demographic factors affecting teachers students relationship in public senior secondary school. As correlational survey, the study population comprises of secondary school students and teachers .The instrument used for data collection was close ended structured questionnaire; while the data collected were analyzed using mean average. The instrument was validated by experts in the department of educational foundations, Faculty It was also subjected to reliability through administering the questionnaires to subjects that were not part of the main work. The findings of the study revealed that there is moderate influence of teacher-student relationship on students’ academic performance in colleges of education in Bauchi State. On the basis of the findings, it was concluded that fear of the teacher by the students and strictness limit teacher-student relationships. Considering the findings, it was recommended among others that teachers should bring while teaching of their wealth of experience to the level of the students’ understanding

Background

Instruction material and teachers motivation are those teaching materials that teachers utilized while impacting knowledge on classroom. Instructional material with proper teachers motivation influences students to perform well in both external and internal examination.

The influence of instructional materials in promoting students’ teaching and learning in educational development is indisputable. Teaching at any level requires that the students be exposed to some form of simulation. Adekunle (2008) noted that an instructional material in Mathematics means anything that can assist the teacher in promoting teaching and learning. When the students are given the chance to learn through more senses than one, they can learn faster and easier. The use of instructional materials provides the teacher with interesting and compelling platforms for conveying information since they motivate learners to learn more. Furthermore the teacher is assisted in overcoming physical difficulties that could have hindered his effective presentation of a given topic.

Mathematics was introduced into the Nigerian school system to achieve one of the philosophies of Nigerian education as indicated in the National Policy on Education which is “the development of the individual into a sound and effective citizen” (FGN, 2004). The realization of this objective through Mathematics is possible since the subject is an integrated programme which are taught and learnt in Mathematics looks at all aspects of the life of the child in the society. It is further stated in the National Policy on Education (2004) that education is to achieve the inculcation of national consciousness and national unity; the inculcation of the right type of values and attitudes for the survival of the individual and the Nigerian society. Therefore, Mathematics teaching has been a factor in determining whether a society will have democratic attitudes, values, problem-solving and decision-making skills and whether the society will consist of productive and participatory individuals (Ozturk and Otluoglu, 2002; Keeler, 2008). In Mathematics teaching, which is given such an important mission; it is possible to make the learning process easy, enduring and meaningful through the use of instructional materials. Orakwe (2000) refers to instructional materials as information repositories from the society sourced to transfer the desired information to the learners during classroom instruction. Agwu (2001) views Instructional Materials as those apparatus of teaching which may include textbooks, workbooks, charts, audio visual aids, chemicals, specimens and other relevant things that will attract students’ attention, and which should only be introduced at the appropriate time by the teacher.

Instructional materials are software and hardware that are used to make lessons more meaningful and clearer to learners. They are devises that appeal to multi model senses which help the learners conceive, perceive, internalize, interpret and transfer the experiences gained to similar or different learning situations. These materials and equipment, could be those that appeal to the sense of hearing-known as audio material/ equipment those of seeing called visual materials/equipment and those that combine the two senses called audio-visual materials.

The teacher alone cannot provide all the needed condition for an effective teaching and learning process, other supporting materials should be provided. The students learn better when most of the senses are appealed to the instruction and use of instructional materials in Mathematics education has added a new dimension in the positive promotion of the teaching and learning process. It provides the much need sensory experiences needed by the learners for an effective and meaningful behavioural change. Instructional materials are meant to improve the quality of education for effective learning of students in schools. The performance of the students on the intended learning outcome provide the validation – loop on the success other interaction and instruction (Bakare1986).

In making use of any instructional materials factors that influence it must be considered, such materials must be previewed that is, having full knowledge of the material; prepare the environment where it will be used; prepare audience by means of making sure that the materials to be used will attract attention, arouse, motivate and provide the rationale that could be used in the beginning, middle or end. The effectiveness of utilizing appropriate instructional materials in teaching and learning of Mathematics is not void of quality instructor. In order to give quality education to the younger generation, there is need for employment of more competent, experienced and qualified Mathematics teachers. The need to identify the suitable instructional materials, by which students can be made to comprehend the extent of the subject easily and intelligibly, is the focus of this study. An in depth look at the secondary schools Mathematics programmes revealed that there is the need for improving all phases of the programmes (IMAA, 2004). For example, there is need for the introduction and use of instructional materials and equipments for use in both the classrooms and Mathematics Museum. The broad aim of any good training materials are to induce and support the learning process that leads to improve on-the-job performance through affecting changes in the knowledge, attitudes, skills and practices of the learners. With the above reasons, it is worth investigating the influence of instructional materials in the teaching and learning of Mathematics in our Secondary Schools, for better performance of students in their examination and chosen career in any field of life. If instructional materials and motivation are used in Secondary Schools, it would help improving the teaching and learning and hence the learning of students in Mathematics effectively.

Statement of the Problem

Poor performance of Students in mathematics in Public Junior Secondary Schools in Lagos state  may partly be attributed to poor usage or lack of sufficient instructional materials to teach Mathematics. Lemchi (2001) noted that some students are losing interest in the subject due to the attitudes of teachers towards teaching Mathematics without the use of instructional materials which tends to affect students’ performance in the subject. Research consistently shows that teacher usage of instructional materials is a powerful determinant of student achievement gains.

Many of the school authorities have very lukewarm attitudes over the provision of needed tools, equipments or materials required for effective Mathematics teaching. This non-challant attitude tends to retard genuine efforts of some teachers of Mathematics in the secondary schools (Bello, 2010). Inspite of the emphasis being placed on Mathematics as one of the integrated subjects in secondary schools. Hence, the prosecution of a functional education in relation to Mathematics in secondary schools still leaves much to be desired. In view of this difficulties, (Omeiza, 2011) opined that most teachers of Mathematics still resort to the theoretical method of teaching the subject (i.e explaining without an object to make learning real) which makes learning not interesting to learners. This undoubtedly, is contrary to the improvement of Mathematics education, which is greatly needed at this period of our development with emphasis on practical oriented learning (Mammudu, 1996).  It is therefore imperative to carry out a study on Impact of Instructional Materials and Teachers Motivation on Secondary School Students Learning Outcome in Lagos State

 

 

CHAPTER ONE INTRODUCTION

Background to the Study

The relationship between class size and academic performance has been a perplexing one for educators. Studies have found that the physical environment, ethnicity, socioeconomics, overcrowding and teaching methods are all variables that affect student achievement (Molnar, 2000). Other factors that affect student achievement are school population and class size (Gentry, 2000; Swift, 2000; Krueger and White Moore, 2007).

The issue of poor academic performance of students in Nigeria has been of much concern to all and sundry. The problem is so much that it adds to the widely acclaimed fallen standard of education in Lagos state and Nigeria at large. In order to better understand the skill levels of students, it might be necessary to evaluate factors affecting their performance. These include: school structure and organization, teachers’ quality, curriculum and teaching philosophy (Driscoll, Halcoussis and Svomy, 2008).

Overtime, students’ academic performance in both internal and external examinations had been used to determine excellence in teachers and teaching (Ajao, 2001). As school grows, they typically become more bureaucratic, resulting in more formalized human relations and increased curricular specialization. Another stand, typically conducted by economist directs attention to the potential for increased efficiency and cost reductions as schools get bigger. Conclusions from these two streams are not consistent. Although, the studies with an organizational focus generally favour smaller schools, research with an economic focus tends to suggest benefits from increased size.

Overpopulation classrooms have increased the possibilities for at risk students, as well as others, to lose interest in school and do poorly on test. There identifies for specific problems regarding overcrowding, students not getting individual attention, low reading scores, frustration and stress felt by the teachers and the inability of students to concentrate or stay on task while in class. The problem identified can be that teachers are unable to give individual attention to students. Teachers’ aides are not always available and sometimes students have to share textbooks. It can take the entire class time for students to find seats, make sure everyone has a textbooks to look at and then explain the next assignment. This leaves no time for individual attention to explain assignment and answer questions. Thus, with teacher unable to help individual students, those who need extra help in gaining or maintaining their reading skills get left behind. They are unable to keep up the reading or in class discussions because of many students in one class.

Overpopulation in schools and classes is a serious problem in many schools systems, particularly in the inner cities where space for new construction is limited. As a result, students find themselves trying to learn while jammed into spaces never intended as classrooms, such as libraries, gymnasiums, laboratories, lunch rooms and even closets. Although, research on the relationship between overcrowding and student leaving had been limited, there are some evidence particularly in high poverty schools, that overcrowding can have adverse impact on learning. A study of overpopulation in schools found that students in such schools score significantly lower on both mathematics and reading exams then did similar students in underutilized schools. In addition, when asked, students and teachers in overpopulation schools agreed that overcrowding negatively affects both classroom activities and instructional technologies (Krueger and Whiteman, 2001).

Crowded classroom conditions not only make it difficult for students to concentrate on their lessons, but inevitably limit the amount of times teachers can spend on innovative teaching methods such as cooperative learning and group work or on teaching anything beyond the barest minimum of required materials. In addition, because teachers must constantly struggle simply to maintain order in an overpopulated classroom, the likelihood increase that they will suffer from burn out earlier than might otherwise be the case.

Although, there is a significantly amount of research analyzing students’ performance (Matuga, 2009; CerezoRUssillo and Casanova Arias, 2004), there is still a need for more concentrate test results. It is necessary to define the effects of environmental, psychological and sociological elements. This clarity will better enable school to provide a quality learning institution – organized and established public domain, with a sphere of knowledge influence and activity (Meram-Webster Dictionary).

The idea that school population and class size might affect students’ performance is consistence with the growing literature on the relationship between public sector institutional arrangements and outcome. The purpose of this study is to further examine the relationship of class size, school population and student academic achievement.

Statement of the Problem

In recent times, performance of Secondary School students according to report made by office of the statistics SSCE, calls for proper investigation of courses of poor performance of students. Probably the high level of students enrolment without adequate provision of corresponding learning facilities in our schools. The

 

National Policy on Education (NPE, 2014) stipulates that a normal class size should be forty(40) students per class for effective teaching and learning. However, prevailing conditions in most secondary schools today is that a single classroom has a population of about 80 or more students, yet the same class to teach the class-size of 40 students are also being used in teaching the class-size of 80 students. It would be expected therefore, that the increase in students enrolment would create problems for teachers and effective classroom management. This could be the major reason responsible for the decline of students performance in History since population explosion directly affects effective teaching learning procedure.

Although, several scholars have proposed various factors responsible for the poor performance of students, only a little research has been dedicated to the correlation between class-size population and academic performance.

The high rate of failure in public examination is  a proof that the education sector is ailing and requires urgent attention. In an attempt to find out the cause of this mass failure, several factors have been identified to be responsible for this situation. One of such factors is the high teacher-students ratio. It has been observed that some schools record book contain eighty or more students in a class. This  problem  is  particularly severe in Giwa educational zone. The objectives of secondary school education is to produce high quality students who should be able to face  the challenges of the society  and prepare them for higher education. Today, History students  are  faced  with large class sizes which lead to ineffective teaching and learning of social studies. It also leads to students not being able to understand the subject  in the correct way. This results  in the decline of students academic performance. Hence, this study is aimed at evaluating

 

the effects of class size in effective teaching and learning of history in secondary school with the view of providing remedial strategies to improve the situation.

Objectives of the Study

 

The major objective of the study is to investigate effects of class size in effective teaching and learning of history in secondary school More specifically the objectives of the study are:

1. to find out the effects of class size on academic performance scores of SSCE History Students.
2. to find out the effects of class size on academic performance scores of male and female SSCE History students.
3. to find out the effects of class size on academic performance scores of rural and urban SSCE History students.

Research Questions

 

The following research questions guided the study:

 

1. what is the effect of class size on academic performance scores of SSCE History students?
2. what is the effects of class size on academic performance scores of male and female SSCE History students?
3. what is the effects of class size on academic performance scores of rural and urban SSCE History students?

 

Null Hypotheses

 

Based on the research questions raised above, the following research hypotheses have been formulated to guide the researcher in the study.

H0₁:     there is no significant effects in the academic performance scores of SSCE History students based on congested and incongested classroom.

H0₂: there is no significant effects in the academic performance  scores  of male  and female SSCE History students based on congested and incongested classroom.

H0₃:     there is no significant effects in the academic performance scores of urban and rural SSCE History students based on congested and incongested classroom.

Significance of the Study

 

The study of the effects of class size on History students academic performance in Senior secondary schools is significant in a number of ways. Some  of these are outlined below.

Firstly, the study provides valid research based on the data that brings about improvement in the educational programme. It is difficult to ascertain if the educational programme is doing what it is supposed to do when it  has not been formally evaluated as  it relate to the current large class sizes. Secondly, the research findings are significant to stakeholders in education like: Government and policy makers. They will find  the findings of this study useful as it will assist them to identify, analyse and interpret the negative consequences of large class population on students academic performance in the study area and beyond. This will help in providing the much needed data for planning and evaluation purposes which by looking at the situation to improve special consideration.

 

To the UBEC and SUBEBS, the study will assist them in the area of providing necessary information about students on small class benefit to enable them refine the various level of educational programmes and reposition them for greater efficiency thereby producing students that will be toast of the society.

This study is significant to curriculum planners and developers who want to evaluate and modify the SSS curriculum, making it progressive for the development of learners in the aspect of cognitive, affective and psychomotor domains.  Also, teachers and students can benefit from the findings of the study as it will provide a good guide for effective classroom management. The research also aids in stimulating cordial teacher/student relationship and enhances the teaching/learning process. In addition, this study will serve as a necessary impetus to principals and school administrators to organize workshop, seminars and symposia on the effects of class size on students academic performance in the Senior Secondary Schools. Furthermore, the study serve as a background for other researchers to identify areas for further studies the relationship between class size and students improvement at various levels of educational programme particularly in secondary schools.

Scope of the Study

 

This study is limited to senior secondary school student  in Giwa Educational Zone Kaduna State, the Zone has twenty six (26) Senior secondary schools

INVESTIGATION OF STUDENTS PERCEPTION TOWARDS TEACHING PRACTICE EXERCISE AMONG STUDENTS TEACHER

CHAPTER ONE

INTRODUCTION

1.1       Background to Study

 

Ruairc (2013) defines teaching practice as an important component of becoming a teacher. Teaching practice grants student – teachers experience in the actual teaching and learning environment. Teaching practice is known to expose student- teachers to the actual practice of teaching. It is during this period that student- teachers are given the opportunity to try the art of teaching before actually getting into the real world of the teaching profession (Kiggundu and Nayimuli 2009). In view of this, Perry (2012) argues that teaching practice creates a mixture of anticipation, anxiety, excitement and apprehension in the student- teachers as they commence their teaching practice. Thus, this provides student- teachers with the chance to express their personal educational philosophies, theories and understandings. In other words, this creates an opportunity for student- teachers to experiment and test their knowledge and skills in the profession of teaching and learning with an understanding of their personal educational philosophies and theories.

Teaching practice is a very important aspect of any teacher training programme. It is a student-teacher and prospective regular teacher what housemanship is to young medical doctor. Questions may be asked – why does a young lawyer on being called to the Bar choose first to understudy an older and more experienced lawyer? Why do young medical doctors go for housemanship under the more experienced ones? Why do vocational education students go on Industrial Training? Likewise, why do student-teachers or prospective teachers go on Teacher Practice? These questions and their answers are very similar. No human being anywhere would have to face some dangers that could be avoided. There is a popular adage which says that “Prevention is always better than cure” or “a stitch in time, saves nine”. Most of the student-teachers do not seem to be fully aware of this fact, may be because of the small proportion of the entire time allocated to teaching, he needs to go through adequate and appropriate teaching practice experience.

It is needful to note that teaching practice is not a bed of roses for the student- teachers because they experience challenges, which in a way can hamper their ability to derive maximum benefits from the exercise. Important part of a student teacher’s preparation and training, especially in the developing and underdeveloped worlds where teaching can be disrupted by a range of challenges. Some of these challenges are geographical distance, low and uneven levels of teacher expertise, a wide ranging lack of resources as well as a lack of discipline among a cross-section of learners and educators (Marais and Meier 2004). It is important that these challenges be addressed, as they may affect the student teachers’ performance during teaching practice as well as their perception of the teaching profession in subsequent years (Quick and Sieborger 2010).

Teaching practice has been defined by Ndagi (2014) as the teaching which those training for teaching or any education work are engaged in a specified period of time on graduation under a supervisor or supervisor guiding, directing and assessing trainee teacher. In some cases, the student- teachers must master the subject matter before going to classroom, and starts to teach. It is a very important scheme which has been in existence since the introduction of education course in teacher training certificates (T. T. C.), Nigeria Certificate in Education (N. C. E.), These programmes make teaching practice compulsory and no candidate is awarded certificate in Education without teaching practice in the training by medical doctors. Teaching practices is the most important element in the professional training of teachers across the world. The importance of teaching practice in teacher education programme cannot be overemphasized. It is the crucial periods of the translating theory into practice. The student -teachers have been facing a lot of difficulties which they have dealt with for effective teaching and learning to take place. This research work will therefore attempt to investigate and discuss the difficulties the student- teachers undergo during teaching practice and will finally suggest ways for which teaching practice exercise can be improved.

Teaching practice is a period of time during which a student teacher is assigned to a specific institution; primary or secondary school for a supervised teaching as one of the requirements for graduation and effective teaching experience. Okorie in Agusiobo and Udegbe (2010) defined teaching practice as a period that enables student teachers to learn about the actual work of the teacher in the classroom as well as out-of-class experience.

Teaching practice provides the laboratory where a student practicalizes what he/she had learnt concerning effective teaching. Teaching practice is an important factor in preparing students for future teaching assignments. According to National Teacher Institution, teaching.

Practice manual (2013), the general objectives of teaching practice are to enable the student teachers;

1. Gain general experience, both academic professional, social and physical related to teaching profession.
2. .Acquire a wealth of practical experience from all staff they are likely to be in contact with through active participation in the school assigned responsibilities.
3. Bring the student teachers into direct contact with such significant issues as the functions and responsibilities of various categories of school, staff academic and non-academic.
4. Develop competence in proper lesson preparation delivery and assessment.

To achieve the above objectives, the student- teacher is usually required to undergo at least  twelve weeks teaching practice to enable him/her acquire the expected skills which will position him/her as a competent professional teacher. During this period, the student teacher may be faced with some challenges which include classroom  management, attitude of the supervisors towards the student teachers, curriculum development, instruction and environmental challenges. Learning environment according to Maduewesi (2015) include the classroom surroundings, physical facilities in the classroom and teacher- student relationship. Physical environment comprises all those equipment, materials, furniture and learning space that make up the place where learners learn. When all these things are made available to the student teachers, they will be motivated to carry out the task assigned to them and the aim of teaching practice will be achieved.

Supervisor is described as college or university lecturer (trained teacher) who is responsible for coordinating the student teachers while teaching. He is also seen as somebody who guides and coordinates the activities of teachers and other school personnel towards the realization of educational objectives. He mediates between people and school programmes in order to ensure that the processes of teaching and learning are improved (Anambra saju, 2014).

Supervision is an essential activity that exists to help teachers do a better job. Supervision is very important factor in teacher preparation because they help in the improvement of teaching and learning processes. During teaching practice exercise, the attitude of supervisors toward the student teachers can improve the ability and competence in the student teacher or it can mar the objective of the exercise. When the student teacher is not properly supervised the whole exercise will be unproductive. The supervision of students during teaching practice should be regular. The supervisor should be qualified and experienced so that he will be able to render to the student teachers the desired mentoring as will be needed from him/her.

Teaching practice is known to expose student teachers to the actual practice of teaching. It is during this period that student teachers are given the opportunity to try the art of teaching before actually getting into the real world of the teaching profession (Kiggundu and Nayimuli 2010). In view of this, Perry (2016) argues that teaching practice creates a mixture of anticipation, anxiety, excitement and apprehension in the student teachers as they commence their teaching practice. Thus, this provides student teachers with the chance to express their personal educational philosophies, theories and understandings. In other words, this creates an opportunity for student-teachers to experiment and test their knowledge and skills in the profession of teaching and learning with an understanding of their personal educational philosophies and theories.

It is needful to voice out clearly that teaching practice is not completely a bed of roses for the student teachers because they experience challenges, which in a way can hamper their ability to perform well and derive maximum benefit from the exercise, which is an important part of a student teacher’s preparation and training, especially in the developing and underdeveloped worlds where teaching can be disrupted by a range of challenges. Some of these challenges are geographical distance, low and uneven levels of teacher expertise, a wide ranging lack of resources as well as a lack of discipline among a cross-section of learners and educators (Marais and Meier 2004). It is important that these challenges be addressed, as they may affect the student teachers’ performance during teaching practice as well as their perception of the teaching profession in subsequent.

1.2       Statement of Problem

The problem is that some student teachers do not perform well in Home Economics while on teaching practice due to inadequate of instructional materials, master the subject matter good methodology, inability to control classroom during the teaching, over familiarity, lack of  accommodation and office facilities for the student teachers, too much of works at time is given to the student- teachers, lack of cooperation from their practicing schools attitude of the pupils towards the student teachers and difficulty on the part of student teacher to manage his class effectively etc. the extent to which these problems are being addressed and recommendation made constitute the problem of study. The Researcher will Comparatively examine Teaching Practice Experiences Of Home Economics Students-Teachers. Challenges And Possible Panacea

 

1.3       Purpose of the Study

The main purpose of this study is the  investigation of students perception towards teaching practice exercise among students teacher

 

The specific purposes of this study include the following:

1. To compare and contrast on the problem faced by student teacher during teaching practices and their performance.
2. To investigate relationship between classroom management challenges facing student-teachers and their performance.
3. To investigate relationship between the challenges faced by student-teachers from their supervisors and their performance.

1.4       Research hypotheses

1. There is no significant relationship between problem faced by student teacher during teaching practices and their performance.
2. There is no significant relationship between classroom management challenges facing student-teachers and their performance.
3. There is no significant relationship between the challenges faced by student-teachers from their supervisors and their performance.

1.5      Significant of the Study

The significance of this study is directed towards identifying people that will benefit from this research work and how they benefited from it. The under listed people benefited from this work, they are:

1. The Researcher:This work has challenge the researcher to apply the theoretical knowledge of research work into practical or real project work. Thereby equipped them with rudiment of research work.
2. The Students:This work can also be of interest to students who may like to carry out research work in the same area which involve the stated problem.

iii.            Teachers:Practising teachers will find this material beneficial in the sense that it will help them to understand and device needs of averting challenges that surround teaching career. It can also assist aspiring teachers to develop interest in teaching career, having identified those challenges student-teacher encountered during teaching practice and fortified themselves in order to face the challenges.

1. Parents:Parents can still find the material beneficial because they can offer solutions to the challenges of teaching practice which have been identified in this project work. They can as well find it useful by reading the work in order to know some of the challenges which student-teachers faced during teaching practice. Furthermore, having identified some of the challenges during teaching practice and proffering solutions will go a long way in directing student-teachers in the right course thereby equipping them to be competent, qualitative, and skillful teachers who will teach the future generation. In that direction, parents have benefited as their children will acquire sound education.
2. Curriculum Planners:This work will help curriculum planners to direct their planning towards addressing the challenges of student-teachers during teaching practice which will in turn improve the planning process and educational activities.
3. Government:Government will find this work beneficial as they will able to know some of the challenges which student-teachers encountered thereby contribute in an attempt to find a way out.

vii.          School Authority: This work will help the school authority to know the areas they are not covering effectively, hence will address the situation.