ABSTRACT

Education is a fundamental human right, and a key input in production and development of an economy. This explains why countries worldwide plan for and increase budgetary allocations to fund various educational programmes each financial year. There is however concern on the quality of education offered and performance of students in national examinations. The purpose of this study was to examine the Influence of the use of teaching and learning resources on the performance of SSCE students in chemistry. Four objectives were formulated to guide the study; the objectives of the study were to determine how availability of teaching and learning materials affect students’ performance, which was done by determining the availability of learning materials utilized in schools, the study also established how adequacy of physical facilities and human resources influence students’ performance and also assessed the extent of resource utilization and its effect on students’ performance, following provision of teaching and learning resources by the government to the public day secondary schools. The study used descriptive study design, and data was collected using three sets of questionnaires for the head teachers, teachers and students. The target population consisted of all the Free day secondary schools in the district, their head teachers, teachers and students. The sample consisted of 6 principals, 18 class teachers and 240 students. Data was analyzed using descriptive statistics, using Statistical Package for Social Sciences (SPSS), the analyzed data was then presented using frequency tables, means, percentages, pie charts and bar graphs. The study found out that teaching and learning materials were available and are utilized in schools, especially those used in classroom instruction, like chalks, dusters and charts except physical facilities are lacking and there’s gross inadequacy of human resources. This resulted to overstretched resources with annual increase in enrolment rates thus compromising the quality of education. Therefore the government should allocate more funds for TLR provision to improve the status and condition of physical facilities and employment of more teachers to be effective. Based on the study findings, it is recommended that similar research could be carried out in other parts of the country since different parts of the country have different characteristics. Further research could also include a study on Integration of ICT and e-learning to complement human resources.

CHAPTER ONE INTRODUCTION

            Background to the study

Education, according to Coombs (1970), consists of two components, inputs and outputs. Inputs consist of human and material resources and outputs are the goals and outcomes of the educational process. Both the input and output form a dynamic organic whole and if one wants to investigate and assess the educational system in order to improve its performance, effects of one component on the other must be examined.

Availability of teaching and learning resources (TLR) enhances the effectiveness of schools as these are basic things that can bring about good academic performance in the students. Maicibi (2003) opined that all institutions or organization are made up of human beings (workers) and other non-human resources. He further asserts that when the right quantity and quality of human resources is brought together, it can manipulate other resources towards realizing institutional goals and objectives. Consequently, every institution should strive to attract and retain the best of human resource. The economic austerity in recent times, coupled with the need for expansion of access to education, have combined to present educational planners worldwide with increasingly difficult choices in the allocation of available resources.

According to Department for International Development (DFID) in (Guidance note, a DFID practice paper, 2007) research evidence confirms that the most consistent characteristics in improving student performance are the availability of (a) textbooks and supplementary Teaching and Learning Materials (TLM), (b)  well trained, prepared, supervised and motivated teachers (human resources and

(c) Adequate physical facilities. DFID further asserts that most African countries like Malawi and Zimbabwe continues with monopolistic state primary textbook provision for TLM via the Malawi Institute of Education, with the active support of the donor community. Tanzania on the other hand is on the verge of re- introducing sole source textbook supply from the private sector and perhaps re- creating a new state textbook provision system. In Kenya, the government is considering a proposal from the Kenya Institute of Curriculum Development (KICD) formerly Kenya Institute of Education (KIE) to form itself into an educational publishing parastatal. Development Partners (DPs) have recently supported sole source textbook supply monopolies from the private sector in Ethiopia and at secondary level in Uganda. Sole source supply is often justified on the basis of lower costs and has on the other hand strongly contributed to complaints by schools with regard to poor quality textbooks and irregular, inaccurate and ineffective book distribution (DFID, 2007).

In recent years, access to computers and the internet has generated interest in the provision of e-materials. Where the internet is unavailable, unreliable or unaffordable, the development of local school networks and the provision of e-materials to schools on compact disks (CDs/ flash disks can support e-learning via school servers and networks. But e-based learning in many developing countries and transitional economies have proved to be very expensive. TLM are often seriously underfunded alongside physical facilities and human resources. It  is not surprising; therefore, that literacy has become a major problem in many countries when students and teachers have so little to read (The World Bank, 2001). The physical, material, human and financial resources invested in schools influence not only the education provided to students but also aspects of teachers and student motivation and consequently the educational outcomes.

The Organization for Economic Co-operation and Development (OECD) Programme for International Student Assessment (PISA) shows that resource shortages hinder instruction and lower student performance (OECD, 2007). In addition, inequalities in student’s educational performance often reflect disparities in the resources invested in schools (OECD, 2008). Johan (2004) states that educational outcomes in schools are closely linked to utilization and adequacy of teaching and learning resources in different ways; poor utilization, underutilization, unqualified educators brings forth low educational achievement. The inadequacy of physical and material resources in schools is a major factor responsible for learning outcome of students. Schools that do not have adequate facilities such as workshops, laboratories, classrooms, teaching learning materials are unlikely to post good results.

Studies done in the past on the relationship between TLR and performance include, Likoko, Mutsotso & Nasongo (2013) in the study on adequacy of instructional materials and physical facilities and their effect on quality of teacher preparation in colleges in Bungoma county and a study done by Mbaria (2006) on the relationship between learning resources and performance in secondary schools in Ndaragwa district. All the above studies indicate that TLR were higher in higher performing schools than in low performing schools and that there is a significant difference in resource availability in the higher performing schools and low performing schools. Also indicate that most institutions are faced with challenges such as lack of adequate facilities like libraries and inadequate instructional materials and these factors tend to have a negative effect on the quality of graduates produced. Adan (2011) in the study on challenges faced by head teachers in implementing chemistry education programme also posits that there is a major challenge on adequacy of physical facilities in most schools in the district, the only adequate materials available are textbooks, but the schools are in dire need of facilities like classrooms, toilets, desks. Chairs, laboratories as well teaching aids, and recommended that a larger percentage.

Statement of the problem

Teaching and learning resources (TLR) are the most visible components of government educational provision and their absence is often noted by stakeholders. The Cameroon  government has taken a number of measures in the previous years to improve and promote FDSE, this is evident in the increased expenditure channeled to this program. One of the policy statements is that a great proportion of education expenditure should be channeled to TLR. (National Policy of Education (NPE), 2012). If this policy were properly planned for and implemented, there should be enough TLR in most if not all secondary schools.

TLR play a paramount role in the teaching and learning process and inevitably the student’s academic performance. This calls for provision of adequate TLR on the performance of SSCE students in chemistry. The SSCE STUDENTS IN CHEMISTRY are faced with a mirage of problems which include inadequate provision of TLR as a result of poor planning .

Purpose of the study

The purpose of the study is to examine the Influence of the use of teaching and learning resources on the performance of SSCE students in chemistry

The specific objectives of  the study are;

1. To determine how availability of teaching and learning materials used in teaching and learning  chemistry among  SSCE Students  affect students’ performance
2. To establish how adequacy of physical facilities influence students’ performance in Chemistry
3. To establish how adequacy of human resource influence students’ performance in Chemistry
4. To assess extent of resource utilization and its effect on students’ performance in chemistry subjects

Research questions

The research questions of the study are:

1. To determine how availability of teaching and learning materials used in teaching and learning  chemistry among  SSCE Students  affect students’ performance
2. To establish how adequacy of physical facilities influence students’ performance in Chemistry
3. To establish how adequacy of human resource influence students’ performance in Chemistry
4. To assess extent of resource utilization and its effect on students’ performance in chemistry subjects

 Significance of the study

The research aimed at assessing the Influence of the use of teaching and learning resources on the performance of SSCE students in chemistry . the results may be useful to various institutions and education authorities involved in policy formulation, development, implementation and more so personnel in the in formulating policies to improve adequacy of TLR in schools. It is also hoped that the study will consequently increase literature on availability of TLR to assist education evaluators establish ongoing education quality monitoring networks and improvement processes, to guide teachers to improve use of TLM by using instructional strategies for appropriate delivery of curriculum; hence inform policies in teacher education. The research findings may also be used to form a basis for further research involved in planning for TLR used in schools

Limitations of the study

Limitations are factors which may affect the study (Nachmias & Nachmias, 2009). Since the study aims at finding out the Influence of the use of teaching and learning resources on the performance of SSCE students in chemistry, respondents had reservations to share information with regard to adequacy of resources in their schools in relation to performance since they mistook the researcher to be on a fault finding mission. But the researcher physically visited the schools and explained that the study’s aim was only for academic purposes.

Delimitation of the study

The study covered all SSCE Students In. Secondly the study was only carried out in SSCE Students In Chemistry leaving out boarding schools. This was based on the fact that SSCE Students In Chemistry have been performing poorly in national examinations compared to public boarding secondary schools. Though there may have been other factors that influence performance in the SSCE Students In Chemistry, the study concentrated only on availability of TLM, adequacy of physical facilities and human resources and the extent of utilization of all TLR.

Definitions of significant terms

This section gives definition of all significant terms as were used in the study.

Academic performance refers to school mean score in SSCE students performance  performance

Academic qualification refers to the highest level of schooling attained by a teacher

Access refers to making education affordable or available to the targeted groups

AN ASSESSMENT ON THE IMPACT OF SEX EDUCATION AMONG YOUTHS IN NIGERIAN SECONDARY SCHOOLS

CHAPTER ONE

INTRODUCTION

Background to the Study

            Adolescence is the period in life of an individual between childhood and adulthood. The word adolescence is derived from a Latin word “adolescere” meaning “to grow” Adolescents are neither a child nor an adult between the age range of 10 – 19 years (WHO, 2009).  Such a person normally experiences various physical and psychological changes and challenges including those relating to sexuality.  The adolescent, therefore needs to be appropriately informed on issues relating to sex through relevant educational opportunities.  Such sex educational competencies can be provided through Home Economics education that should be able to equip adolescents with competencies (knowledge, skills and attitudes) in sex education to handle challenges relating to sexuality and be able to develop their potentials to the fullest. Adolescence encompasses different stages of physical, sex and mental development of an individual and is bewildered with varied stresses which result from distinct developmental changes in life (Burt, 2010).

Adolescents is a male or female that go through developmental transition from childhood to adulthood and it involves a number of biological, cognitive and socio emotional changes. Biological changes involve physical changes in the body, growth spurt, hormonal changes and sexual maturation that come with puberty. Cognitive changes involve individual thinking and intelligence that increases in abstract, idealistic and logical thinking. Socio emotional changes involve individual emotions, personality and relationship with others (Santrock, 2004). Adolescents equally have intellectual, social, physical, emotion, and moral characteristics. Briefly, these characteristics range from modeling behaviour, restlessness, mood swing to storm and stress. They are often characterized by their youthful exuberance and penchant for experimentation especially with sex (Moore, 1993).

Sex is an important terminology in biology and psychology and it is referred to as identity and activity. By identity, it is the anatomical structure of sexual organs associated with certain physiological operations that makes an individual to be identified as male or female. By activity, it involves caressing and sexual intercourse (Sandler, 1980).This is body chemistry and it is what they (adolescents) take as love. It is also involved the location of the adolescent where he/she is residing urban or rural area and those they interact with especially with sex.

Sex education is the education that is filled with worthwhile knowledge concerning sexual behaviours and values that enables adolescents to control their sexual need. It can also be defined as all forms of instructions that deals effectively with adolescent challenges and social relationships directly or indirectly associated with sex (Anyaegbunam, 2003). The author agreed with the report of United Nation (UN) General Assembly (2001) which stated that sex education is the education that develops the skill of young people in making informed choices about their behaviour and feels competent on acting on those choices. Sex education therefore is the knowledge, skill and attitude relating to sex and sexuality that enables adolescents deal with their sex challenges. It is also the educational measures that centers on sex which stand for protection, presentation, improvement and development of an individual (Burt, 2012).

Sex education for adolescents is the process of inculcating knowledge, attitude and skills required to cope with adolescent sex challenges. It involves knowledge, attitude and skill that help to promote and affect positive behaviour change in adolescent. The major aim of sex education is to promote proper development of personality and sexual well being. It also develops in adolescents the desired skill necessary to enhance interactive learning task so that communication, negotiation and listening skills can be developed and practiced (Mario, 2011). It is widely accepted that adolescents have a right to sex education because it is a means by which they are helped to protect themselves against exploitation, unintended pregnancy, STDs, HIV & AIDS. Adolescents faces challenges posed by body and emotional changes, relationships with the opposite sex and ignorance of the dangers inherent in their sexual act such as teenage pregnancy, abortion, Sexually Transmitted Diseases (STDs), Sexually Transmitted Infections (STIs), Human Immune deficiency Virus (HIV), Acquired Immune Deficiency Syndrome (AIDS).

Challenges are difficult task that test someone ability and skill and many adolescent sees challenges as a problem, some of the challenges includes adjusting to the altered appearances, functioning of the maturing body, learning to deal with sexual desires, confronting sexual attitudes and values, experimenting with sexual behaviours and integrating these feelings, attitudes and experiences into a developing sense of adulthood (Moore, 1993).

Skill is the ability coming from ones knowledge, practice, and aptitude to do something well. It is a potential acquired by individual through training which is meant to ensure proficiency and competency in the performance (Nnachi, 2008). Skill develops in an individual a positive social behaviour such as self discipline, good judgment and ability to get along with others and this skill can be gotten in large extent through sex education needs.

Need is a process for determining and addressing gaps between current conditions and desired condition or wants of an individual (Shafloot, 2011). It is also the discrepancy between the current conditions and wanted condition which must be measured to appropriately identify the problems of adolescents which could be a desire to improve current performance to correct a deficiency (Burke, 2005). Need is what one requires in order to meet a target standard                                                                                                                                                                                                        Chutta (1992). Olaitan, Nwachukwu, Igbo, Onyemauche and Ekong (1999) explained that need is a requirement deemed necessary for effectiveness. In the context of this study, Need is the sex education knowledge, attitudes and skills adolescent required for social and moral living. It is also necessary to include sex education to upper basic curriculum particularly to catch them young and also to appropriately guide them on their needs through teaching and learning (Nnachi, 2008).

It is therefore important to organize a formal instruction on sex to adolescents in junior secondary school that will guide and mentally prepare them for adulthood roles and equally prevent them from dangers of negative sexual behaviours (Barbara Hasting 2013). Organizing formal instruction involves identifying different areas of need while teaching the components of sex education as thus – sex roles, pre-marital sex and teenage pregnancy, social relationship, personal identity, emotional development, sex drive or sexual feelings in childhood adolescence sense, social aspects, conception, pregnancy and births, physical, emotional and psychological changes during puberty, gender roles, STD (Jateline, 2011) and proper ways of teaching sex education to adolescents which are discussion, lecture, role-play, counseling methods and other methods (MacAuthor, 2003)  in order to get them properly informed and it is necessary and beneficial for society as a whole to have an informed population about sex and sexuality, ignoring STIs, STDS, HIV/AIDS and teen pregnancy won’t make sex related challenges to go away, even if it’s taught from a biology perspective and not a morality perspective, it will still be beneficial. Adolescent are tricked into making bad decisions simply because of ignorance.

This work identified the sex related  challenges of adolescents as it relates to their; body changes, emotional challenges, challenges from their relationship with the opposite sex,  knowledge, attitudes and skills needed to cope with the  above named challenges and areas of sex education needs of adolescents in the junior secondary school of Anambra state. In schools of Anambra state, there are six educational zones which include Aguata, Awka, Nnewi, Ogidi, Onitsha, and Otuocha zones. But Onitsha harbours the highest market in West Africa called the Main Market, Awka is the state capital and Nnewi is also a big city which causes migrants from other zones, people from different part of the country and characters to fill the state. There are cases of sexual harassment, teenage pregnancy, domestic violence, sexual immorality like rape, homosexuals, hence the sex education needs of adolescents that aimed at reducing the risk of potential negative outcomes of adolescence sex practices.