ISSN 1597-8540 VOLUME 12 NUMBER 2, MARCH, 2015 ^ G*/rv 4 selfv£Ss^ JOURNAL OF APPLIED EDUCATION VOCATIONAL (JAEVR) UNIVERSITY OF IBADAN LIBRARY CONTENTS Pages The Influence Of Relationship Enhancement Training On Communication Pattern Of Families With Adolescents In 1-13 Ibadan, Nigeria Ojo, FunmilayoYemi (PhD) Collection Management In Some Selected Academic 14-32 Libraries In Lagos State, Nigeria. Fadimu, AminatAdefunke& Yaya, Japheth Evaluation of Biology Students' performances in West African Senior Secondary School Certificate Examination 33-43 Compared to other science subjects in Some Selected Schools in Ijebu-Ode L.G.A. Of Ogun State Awosanya, A. O., Adewoga T. O. S.r Awofodu, A. D. & Jonathan D. J. Predicting Earthquake Occurrence In Nigeria Using 44-59 Elastic Rebound Model Egunjobi, K. A &Ayanda, /. D. Cultural And Economic Impediments ToWomen Education,Health And Employment In The 21st Century 60-78 Nigeria Akinsanya, Adebayo Olatunde PhD &Akinsanya, Omolade O PhD J Teachers' Gender, Teaching Experience And Qualification As Correlates Of Achievement Of Instructional Objectives 79-86Oparaku, Daberechukivu Daberenze & Ibode, Osa Felix Ph.D. Counselling Strategies For Reducing Disruptive Classroom Behaviour Among Junior Secondary School 87-92 Students In Ijebu-Ode Local Government Area Of Ogun State. Dele Olanisimi PhD & Oyinloye C.A. PhD UNIVERSITY OF IBADAN LIBRARY Influence Of Internet Services On The Research Methodology Of College Of Education Lecturers In Rural Communities Of Southwest, Nigeria Sheyin Adejoke Olabisi & Adesola, Shakimt Abimbola 93-102 Teachers Effectiveness, Emotional Intelligence, and Leadership Styles as Predictors of Academic Success in 103-124 UBE Schools in Oyo State Jimoh A.M. PhD Effects Of Independent Study And Ability Grouping On Performance In English Essay And Letter Writing Among 125-145 High- Achieving Students In Ibadan, Oyo State Gboyega Adelowo Adelodun, Ph.D & Abdullahi Babatunde Asiru Transactional Analysis and Mindfulness-Based Psychotherapies in Enhancing the Emotional Competence 146-166 of University Students-In-Transition In South-West, Nigeria David A. Adeyemo, Ph.D & Adebisi V. Olaitan Perception and attitude of Persons with Intellectual Disability towards Participation in Leisure Activities in 167-182 Selected Schools in Ibadan, Oyo State Lazarus, Kelechi U. and Oladimeji, Oyeyemi O. Personality Factors and Learning Styles as Predictors of Academic Achievement among Academically 183-194 Underachievement High Ability Learners in Oyo State, Nigeria Fakolade, O.A. Ph.D. Dietary Diversity Score and Nutritional Status of Polytechnic Undergraduates in South West Nigeria 195-203 Olunusi P. Abosede & Nupo S. Sedodo Peacebuilding, Non-Formal Education For Community's Peace And National Integration In Nigeria 204-228 Majaro-Majesty, Henry Olusegun Ph.D UNIVERSITY OF IBADAN LIBRARY T EA C H ER S' G EN D ER , TEA CH IN G EXPER IEN C E AN D Q U A LIFIC A TIO N AS CO R R ELA TES OF A CH IEV EM EN T O F IN T R U CT IO N A L O BJEC TIV ES Oparaku, Daberechukwu Daberenze Institute of Ibadan, University of Ibadan. & Ibode, Osa Felix Ph.D. Institute of Ibadan, University of Ibadan. Background To The Problem Teaching is a systematic rational and organized process of transmitting knowledge, attitudes and skills in accordance with professional principles (TRCN Teachers Code of Conduct, 2004). On their part, Van Dahen and Brittell (1950) defined teaching as the guidance of the pupils through planned activities so that they (pupils) may acquire the richest learning possible from their teacher's experience. It can be deduced from the above that teaching is a guidance oriented activity which must be handled by a qualified and experienced person, especially in the planned activities being presented to the learners. The teacher holds the key to nation-building because he transmits national goals and philosophies into realities as he impacts appropriate knowledge, attitudes and skills that are necessary for national development in the dtizens.Hence, Binta Ibrahim Musa (a former minister of state for Education) states that:'Since the teacher is the pivot of the education system, it implies that the teacher is a critical determinant of the success or failure of national goals (TRCN Handbook, 2002)'. This the teacher does through a series of consciously planned delivery of instruction to the learners in the classroom. UNIVERSITY OF IBADAN LIBRARY 80 Journal of Applied Education & Vocational Research Vol. 12 (2) March 2014 Furthermore, a teacher is one who has been professionally trained to bring about changes in the behaviour of learners, especially in line with the content being taught. This is in line with the saying that learning takes place when there are desired changes in the behaviour of the learners. Falayajo (2004) noted that a teacher must be a fully qualified graduate in his/her teaching subject.A fully qualified and practicing teacher is expected to plan his/her lessons and get it approved before going to the class to deliver it. A lesson plan, according to Oparaku (2009) is a detailed activity of what teacher intends to do with the learners within a specified period of time in the classroom. It must basically contain an objective, content and evaluation. Objective is based on the content and evaluated through the content. According to Akanno (2012), an effective teacher is a competent and efficient professional who always strives to attain all stipulated objectives within a given classroom situation. Thus, instructional objective occupy a central place in the classroom instructional processes. Instructional objectives are what the teacher intends to achieve with the students at the end of each class. They are stated in such a way that they should be reflected in the behaviour of the learners after being exposed to the content. Hence, it is often called performance objectives or behavioural objectives. O'Bannon (2002) notes that instructional objectives are specific, outcome based, measurable and that they describe the learners' behaviours after instruction. Specific means that it should precisely describe what the learners would do after instruction i.e. the outcome of the instruction. Such outcomes should be measurable i.e. they should be seen or heard and reflected in the behaviour of the learners. To this extent, some studies have focused on the effects of teachers' gender and their qualification on students' academic achievement. Elia and Philip (2007) reports that male students performed slightly better in college introductory courses with male instructors than they did with female instructors, while instructor gender did not matter in the performance of female students in Toronto, Canada. Thomas (2006) contends that having a female teacher instead of a male teacher raised the achievement of girls and lowered that of boys in Science, Social UNIVERSITY OF IBADAN LIBRARY Oparaku, Daberechukwu Daberenze & Ibode, Osa Felix Ph.D. 81 Studies and English Language in the Philippines, while boys do better with male teachers. Linda (2012) notes that one year with a male English teacher would eliminate nearly a third of the gender gap in reading performance among 13 year olds and improve the performance of boys while a female teacher would close the gender gap in science achievement and eliminate achievement gaps in Mathematics. She concluded that differences in academic development arise from the fact that male and female teachers have a tendency to treat boys and girls differently in the classroom. Amita and Vyjayanthi (2008) reports that being in a female teacher's classroom is advantageous for language learning while teacher's gender has no effect on mathematics learning. Their finding supports a UNESCO 2006 report which argues in favour of hiring more female teachers in developing countries, noting that their presence will lead to improvement in both girls enrolment and girl's learning outcomes. It has equally been proved that learners achieve better when taught by teachers with higher qualification than when taught by teachers with lower qualifications (Oladokun, 2010).Buddin and Gema (2009) examined teacher qualification and pupils' achievement in Los Angeles in a longitudinal study and found no significant relationship between teacher qualification and pupils' achievement but reported a linkage between teaching experience and pupils' academic success. While Opara (2007) reported a significant relationship between teacher qualification and achievement in technical subject in public examinations in Northern Nigeria. On the other hand, Dunhui (2008) studied the effect of teachers' level of education and experience on students' achievement in school, and reported that students did better with teachers with higher degrees than those taught by teachers with lower degrees. He also found no significant interaction effect between possession of higher degree and teaching experience on students' academic achievement. Charles, Helen and Jacob report a positive relationship between teaching experience and students' learning achievement in North Carolina. UNIVERSITY OF IBADAN LIBRARY 82 Journal o f Applied Education & Vocational Research Vol. 12 (2) March 2014 Statement of the Problem Every teacher is expected to prepare adequately before going to the class to teach. The preparations include setting objectives to be achieved with the lesson and/or at the end of the lesson. However, it has been observed that lesson planning is always a major issue between school teachers. The problem involves teachers' inability to state measurable and achievable instructional objectives which usually results in poor delivery of quality education to learners and their parents. Unfortunately, most teachers do not know when they have achieved critical mass in their lesson delivery, while those who achieve critical mass in a lesson fail to sustain the tempo in subsequent lessons. Hence, there are fluctuations in students' academic achievements due to teachers' inconsistency in stating and determining when lesson objectives are achieved, and inability of teachers to sustain the achievement of lessons objectives within the term and session. This study therefore seeks to investigate teachers' gender, teaching experience and qualification as correlates of achievement of instructional objectives in English Language and History in senior secondary schools in Nigeria. Research Hypothesis 1) Does the obtained regression equation resulting from a set of three predictor variables (Gender, Teaching Qualification and Teaching Experience) reliably predict teachers' achievement of instructional objectives? 2) Which of the predictors are most influential in predicting instructional objectives? 3) Which of the predictors does not contribute to the prediction? Research Design This study is a non-experimental survey as the researchers did not manipulate the independent variables. UNIVERSITY OF IBADAN LIBRARY Oparaku, Daberechukwu Daberenze & Ibode, Osa Felix Ph.D. 83 Population The population for this study comprises of all the primary and secondary school teachers in Eti-Osa Local Government Area of Lagos State, Nigeria. Sample The researchersvisitednineteen selected government and privately owned secondary schools in Eti-Osa Local Government Area of Lagos Statebased on their accessibility, proximity and availability of teachers to respond to the instrument.At the end, a total of sixty out of seventy- eight teachers on whom the instrument was administered responded to it correctly. Research Instrument The researchers developed a questionnaire to elicit information from the teachers on the extent to which they state and achieve their instructional objectives.The questionnaire has two sections. Section A has elicited information on the independent variables under study while section B contained twelve items on teachers' achievement of instructional objectives. Method of Data Collection Data for this study was collected through the help of two research assistants who were trained and given instructions on how to administer the instrument. They administeredthe instrument directly on the respondents and collected it back immediately. Method of Data Analysis The three research questions for this study were analysed with correlation and multiple regression statistics. UNIVERSITY OF IBADAN LIBRARY 84 Journal of Applied Education & Vocational Research Vol. 12 (2) March 2014 Results of The Study Research Question One Table 1: Inter Correction Matrix. Gender Qualification Experience Inst. Objectives Gender 1.000 Qualification -.087 1.000 Experience -.009 .130 1.000 Inst. .072 .001 -.019 1.000 Objectives Mean 1.52 2.131 2.30 30.7288 S.D .538 1.245 1.109 4.94393 Table one shows that a negative relationship exists between gender/qualification and gender/experience while there is a positive relationship between experience and qualification. This shows that the multiple correlation between predictors (experience and qualification) and the criterion (instructional objectives) is moderate and positive (R=006) and Adjusted Rsquare is 0.051. This means that .51% of the variance observed in the criterion is accounted for by all the predictors. Although the observed variance is not statistically significant. Table 2: Co-efficients Model Unstandardized Co­ Standardised t Sig efficients Co-efficients B S ta n d a r d Beta E rro r 1 (Constant) 29.855 2.849 10.480 .000 Gender .677 1.287 .073 .527 .601 Qualification .046 .561 .011 .083 .934 Experience -.097 .611 -611 -.159 .874 UNIVERSITY OF IBADAN LIBRARY Oparaku, Daberechukwu Daberenze & Ibode, Osa Felix Ph.D. 85 Research Question Two: Table two shows that Gender(B=.073, t=.527, P<005) and Experience (B=-.022, t= -.159, P<005) are most influential in predicting teachers' achievement of instructional objectives. Research Question Three: The result shown in table two also indicate that Qualification in not influential in predicting teachers' achievement of instructional objectives. Discussion of Findings The findings of this study corroborates those of earlier studies by Thomas (2006) and Elia and Philip (2007) which reported that male students did better with male teachers while female students did better with female teachers. It also agrees with Linda (2012) who reports that having a male English teacher eliminated gender gaps in achievement amongl3 year olds in the US by improving the performance of boys and reducing that of girls; whereas a female teacher closed gender gaps in science achievement and completely eliminated smaller achievement gaps in mathematics among 13 year olds within one year. However, the result contradicts Driessen (2007) who reported that teachers' gender has no effect on students' academic achievements in the Netherlands. On teaching experience, the result contradicts the findings of Amita and Vyjayanthi (2008) that compared male and female teachers' experience for a period of ten years in India. They reported that students did better in language with female teachers with less than ten years' experience than they did with male teachers with less than ten years' experience; while students did better with male teachers with more than ten years' experience than they did with female teachers withsimilar experience. Recommendations Based on the findings of the study, it is recommendedschool owners school should endeavour to employ both male and female teachers and provide them with experiences that enables to state measurable and achievable instructional objectives. Reference Amita, C & Vyjayanthi, S (2008) The Relationship Between Teacher Gender Students' Achievement: Evidence from five Indian States. Compare: Journal of Comparative and International Education, 38:5, 627-742. UNIVERSITY OF IBADAN LIBRARY 86 Journal o f Applied Education & Vocational Research Vol. 12 (2) March 2014 Buddin, R. and Gema, Z. (2009) Teacher Qualification and Students' Achievement in Urban schools in Los Angeles.Retrieved from www.sciencedirect.com/science/ar ticle/pii/s00941190090002291. Charles, T.C.; Helen, F.L. and Jacob, L.V. (2007) How and Why do Teacher Credentials Matter in for Student Achievement? NBER Working Paper No,12828 Retrieved from www.nber.org/papers/wl2828 on July 9th, 2013. Driessen, G. (2007) The Feminization of Primary Education: Effects of Teachers' Sex on Pupils' Achievement, Attitude and Behaviour. Int'l Review of Education 53, No.2: 183-203 Dunhui, Z. (2008) The Effects of Teacher Education Level, Teaching Experience and Teacher Behaviours on Students' Science Achievement.Unpublished Doctoral Degree Thesis, Department of Psychology, Uttah State University. Elia, P and Philip, O (2007) Faculty Gender and Students Performance. Ineside Higher Education, June 21. www.insidehiehered. com / news /2007/06/21 / gebder. Retrieved on April 30*, 2012. Falayajo, W. (2004). Educational Practices in Nigeria: The Gap Between the Status Quo and the Ideal. Valedictory Lecture, Institute of Education, University of Ibadan. Linda, G. (2012) Teachers and the Gender Gaps in Student Achievement. NBER Discussion Paper, March. O'Bannon, B (2002) Planning for Instruction.Innovation Technology Centre, The University of Tennessee @ www.ed tech2. tennesee. edu / project /bo'bannon. Oladokun, T. A. (2010) A Path Analytic model of school and teacher variables on performance of primary school pupils' learning outcomes in Mathematics, Unpublished Ph.D Thesis, Institute of Education, University of Ibadan. Opara, P.N. (2007) Relationship between Teachers' Qualification and Students' Performance in selected schools in Northern Nigeria. Journal of Technology and Education in Nigeria. Voll2 (2).Pg68-72. Oparaku, D.D. (2009) Planning Your Lessons. Ibadan: M. Alofe Press. Thomas, D. (2006) Teacher's Gender Affects Academic Performance o f Boys and Girls. Education Nest: Hoover Institute, The Philippines. Oct. TRCN (2004).Teachers' Code of Conduct. TRCN, Abuja. UNESCO (2006) Advocacy Brief: The Impact of Women Teachers on Girls' Education. Bangkok: UNESCO. UNIVERSITY OF IBADAN LIBRARY