UNIVERSITY OF IBADAN LIBRARY
CONTEMPORARY ISSUES IN CURRICULUM AND
EVALUATION RESEARCH
UNIVERSITY OF IBADAN LIBRARY
CONTEMPORARY ISSUES IN CURRICULUM AND
EVALUATION RESEARCH
Edited by
Folajogun V. Falaye
Joseph A. Adegbile
Adams O.U. Onuka
IBADAN UNIVERSITY PRESS
UNIVERSITY OF IBADAN LIBRARY
Ibadan University Press
Publishing House
University of Ibadan
Ibadan, Nigeria.
© 2012
First Published 2012
All Rights Reserved
tSBN: 978 - 978 - 8456 - 00-1
Printed by: Esthom Graphic prints
Tel: 07030298365,
UNIVERSITY OF IBADAN LIBRARY
CONTENTS
Page
Foreword ix
Preface x
Notes on Contributors xii
Brief on Prof. S.O. Ayodele xvii
SECTION ONE: TRIBUTES TO PROF. S. O. AYODELE 1
SECTION TWO: CURRICULUM ISSUES
The Need for Peace Education Curriculum in the Nigerian
School System .
Amos Adekunle Adediran & Kayode Oludare Olugbuyi 11
The Need for a Holistic Early Childhood Care and
Education Curriculum in Nigeria
Oduntan, Felida M. 27
Enhancing Effective Learning Outcomes through
Curriculum Integration at the Universal Basic Education
Level in Nigeria
Folajogun V. Falaye 41
Integrating Value Education into Nigerian Educational
System
Olawale A. Moronkola 55
Parental Education Curriculum Model: A Holistic Approach
to Child Trinity of Care in Nigerian Early Childhood
Development Programme
Ajayi, Hannah Olubunmi 65
Revitalizing Primary Education Programme in Nigeria
Odinko, Monica N. 79
Appraisal of Recent Trends in Curriculum Restructuring
in Nigerian Education System
Eugenia A. Okwilagwe 95
Appraisal of Senior Secondary School Physics Curriculum
Opasina, Comfort Oyebola 105
UNIVERSITY OF IBADAN LIBRARY
SECTION THREE: EMPI RICAL STUDIES
Effects of Value Clarification with Integrated Approach
on Polytechnic Students' Attitude to Essay Writing
M.A. Araromi & J.L. Olajide 117
Influence of Homework on Student's Achievement in
Junior Secondary School Mathematics in Ogun State
Adewale Jeremiah Gbenga 133
Effects of Linguistic Ability and Attitude on Senior
Secondary School Learners' Achievement in Yoruba
Essay Writing
Abijo, J. A. 147
The Impacts of Three Modes of Instruction and Gender
on Students' Environmental Attitude towards Pollution in
Biology
Olagunju A. Morenike & Ogundiwin o.A. 159
Relational Analysis among Anxiety, Attitude, Gender
and Students' Achievements in Secondary School
Mathematics.
Joshua 0.Adeleke,Alade Abimbade & Sanni Rizqat Folawe 173
The Influence of Parents' Marital Status on Students'Moral
Values in Cross River State: Implications for Counselling.
MaryB. Eyo 187
Teachers' Attitudes as Correlates of Academic Performance
in Social Studies in Ibadan
S.F. Akorede & Adigun, Adebisi F. 197
Attitude and Teaching Methods as Correlates of Senior
Secondary School Students' Achievements in English
Reading Comprehension in Ondo State.
Adegbile, J.A. & Obinegbo, Winifred Chinwe 209
Attitude to Use of Library, Information Literacy Skill,
and Cognitive Styles as Determinants of Undergraduates'
Use of Libraries in Universities in Nigeria
Yoloye, Abimbola 219
UNIVERSITY OF IBADAN LIBRARY
A Comparative Analysis of Difficulty and Discriminating .
Indices of SSCE Mathematics Multiple-Choice Test Items
for the Year 2010
Ajayi, Kassim Olusanmi and Lawani, Abisola 0.
& Oloda, F.S. Smart 231
Quality of an Objective Classroom Test: Implications for
Learning Chemistry
Johnson Ayodele Opateye 243
The Efficacy of Enter-Educate Approach in the Teaching of
Social Studies in Nigerian Junior Secondary Schools in
Osun State
Mac. Araromi & Babawale, Waheed Akinloye 261
Identifying and Meeting the Psychological Needs of
Distance Learners: Tasks for the Nigerian Premier
University's Distance Learning Centre
J.o. Oyekanmi 269
Physical Inactivity as a Risk Factor for Chronic Disease
among Adolescents in Oyo State
Babatunde, Ezekiel Olusegun 281
SECTION FOUR: LANGUAGE EDUCATION
Effective Teaching of Second/Foreign Language to
Adolescents in Nigerian Secondary Schools
Yetunde A. Ajibade 297
Pragmatic Approach to the Teaching and Learning of
Speaking Skills .
Osikomaiya, M. Olufunke & Otenaike, A. Taiwo 313
Literacy and Elocution Acquisition Among Secondary
School Students
Olakunle Ayodeji Afolabi 325
Mother-tongue as a Medium of Instruction in the Twenty-
first Century: What Hope for Nigeria?
Adeyemi A. Adeyinka 335
UNIVERSITY OF IBADAN LIBRARY
SECTION FIVE: QUALITY ASSURANCE IN EDUCATION
Quality Assurance in the National Teachers' Institute
Programmes
Ikmat Olanrewaju Junaid 347
Quality Assurance in Nigerian Teacher Education: Recent
Progress and Challenges Ahead
'Kayode Olu. Ijaduola 363
Quality and Quantity of Teacher Education in Nigeria
Akinyele Oyetunde Ariyo 381
Teaching Practice: A Viable Tool in the Attainment of
Educational Goal
B. A. Adeyemi & B. B. Adeyemi 401
Essential Ingredients of Effective Management
Adams 0. U. Onuka and EstherO. Durowoju 411
SECTION SIX: GENERAL EDUCATION
Enhancing Parent-adolescent Communication towards
Safer Sex Behaviour using Counselling Approach
Oyediji, A. 0. and Ayeni, 1.O. 433
Effects of Inactivity in Adult Education and Threats in the
Attainment of Millennium Development Goals in
Oyo State, Nigeria
Dr. A. Sarumi 445
Constitutional Development and the Politics of
National Integration 1922 - 1999.
Steven Clay Anisere 453
Historical Perspectives to Harlem and Negritude Movements
in African Nationalism
Christopher Babatunde Ogunyemi 473
Index 485
UNIVERSITY OF IB
DAN LIBRARY
15
TEACHERS' ATTITUDE AS CORRELATES OF
ACADEMIC PERFORMANCE IN SOCIAL STUDIES
INIBADAN
S.F. Akorede & Adigun, Adebisi F.
Introduction
It has been an acceptable fact that education is the only fundamental way
by which a desired change and development in the society can be effected.
It has been observed through psychological research that a proper mindset
or favourable attitude towards life does develop in the very early stages of
child growth. Education promotes good habits, values and awareness
against anything like terrorism, corruption and disease. In order to provide
human beings with all the needed equipment in leading a harmonious life,
see the better side of life, contribute something meaningful as a whole and
to attain a proper society, social studies is responsible for teaching
students the citizenship skills that are required.
Social Studies is one of the subjects in Junior Secondary school
curricula in Nigeria. Anikopo, Mohammed, Ezegbe, Salau and Okunamiri
(2007) state that the overall importance of social studies is to produce
good citizens for the society, country and the world at large. Akinlaye,
Bolarin, Olaniyonu and Ayodele (2004) state that social studies is
concerned with the study of five major topics: man, ideas, environment,
time and space. It deals with the behaviour of man towards his
multifarious environments and the circumstances in which he finds
himself in the past, present and future. Unfortunately, social studies is
regarded as relatively unimportant subject, whether in elementary school,
middle or high school. This perception leads to diminished attention paid
to social studies as a serious subject, yet in the overall development of
the intellect of students, no other subject matter content holds as much
promise (Bob Kizlik 2010).
For students to have understanding of society's beliefs, attitudes and
values, it is essential for teachers to discharge their lessons effectively
since teachers are entrusted with the transmission of knowledge and
information. And the only way teachers can ensure that learning has taken
place is through effective teaching. The quality of work undertaken by the
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198 S.F. Akorede & Adigun, Adebisi F.
teachers will have effects upon his/her pupils or students. Manson (1981)
pointed out that the quality of teachers is an important input in teaching
and learning situation since quality inputs determine quality outputs. The
impact of effect of teaching on students is of great importance for it
arouses the interest of the learners towards both the teachers and students.
Calderhead (1996), Pianta (1999), and Watson (2003), have described
teaching as an intensely psychological process and believe a teacher's
ability to maintain productive classroom environments, motivate students,
and make decisions depend on his/her personal qualities and the ability to
create personal relationships with their students. These effective attitudes
and actions employed by teachers ultimately can make a positive
difference on the lives of their students.' Attitude is generally positive or
negative view of a person, about place, thing or event. Shannon (1994)
defines attitude as a mental state that exerts influence on a person's
response to people, objects and situation. Richardson (1996) states that,
"attitude and beliefs are a subset of constructs that name, define, and
describe the structure and content of mental states that are thought to drive
a person's actions".
It is a common knowledge nowadays that very many people take to
teaching because they could not get another job. Hence, they take it as the
last resort and remain "birds of passage" until they eventually get a more
lucrative job. If and when this expected job is not gotten, they became
frustrated and are no longer committed to their job. Today many men and
women who are teachers in our country are not in it permanently. Many of
them just find themselves in the four walls of the classroom without
asking themselves why they have chosen to be teachers, and may be they
wish to leave the labour market (Moshood 2007).
The kind of attitude that teachers display, towards preparation of
lessons, delivery of lessons and the use of instructional materials can
affect academic performance of students especially in Junior Secondary
school, which is the focus of this study. Attitude of many teachers to
lesson preparation in our schools is not good enough. Some of them see
writing of lesson notes as a difficult task, time consuming or waste of
time, and may therefore not use it in the classroom. Some of these teachers
neither have adequate experience nor the ability to write lesson notes
efficiently and effectively. According to Hallak (1990), the quality of any
educational system depends on the quality of teachers. This view is also
shared by (Obayan 2004) although with a slight modification, that
experienced teachers are more effective at primary and early secondary
UNIVERSITY OF IBADAN LIBRARY
Teachers' Attitude as Correlates of Academic Performance in Social Studies in Ibadan 199
schools. According to Edward (2002), the quality and quantity of learning
outcomes in the learner is a reflection of the teachers who taught them.
Alan (2008) stated that lesson planning should not be a technical task
that requires social studies teacher to fill in slots on a prepared form. It
involves much more than planning the sequence, content and activities a
teacher will include in a specific lesson, Most conventional lesson
planning models are based on verbal explanations or visual demonstra-
tions of a procedure or skill by the teacher. The students then combine
these with their prior knowledge and practice as they make their own
meaning and construct knowledge (Gagnon and Collay 2006).
Many problems arise when the teacher displays negative attitudes to
lesson preparation and these problems lead to poor academic performance
of the students. Time is also wasted when teachers are ill-prepared, have
poor classroom management skills, spend excessive amounts of time
making announcements, passing out and handling in papers, and the like.
Students meanwhile, squander the valuable time through boredom, in-
attention, socializing and other off-task behaviours. The most effective
teachers minimize these behaviours and maximize time spent actively
engaged in instruction (Mastropieri and Scruggs 1994).
It is important to realize that the best planned lesson is worthless if
interesting delivery is not in evidence. The hours of prior planning should
be evident in the delivery of an effective lesson. An effective lesson
begins by introducing the lesson with a review of the previous lesson, an
explanation of the reason for studying context, or an analysis of results of
test taken in previous class meeting. It is essential for students to have the
right frame of mind from the beginning of the lesson. Wiseman, Coonner,
and Knight (1999), describe teaching as a process of continuous
development. At each stage, reflection on the improvement of the delivery
of instruction is critical. Teachers should be concerned with improving
delivery and methodology. What parts of the lesson worked well? What
parts of the lesson didn't work as well? Students should be both formally
and informally evaluated throughout the lesson.
Attitude of teacher to lesson delivery is also an important way of
determining academic performance of students. Deep understanding of the
topic or subject matter enables the teacher to flow effectively during the
delivery of lesson, and it ensures participation of students in the lesson.
According to Eggen and Kauchak (2001), positive teacher's attitudes are
fundamental to effective teaching. A teacher must work his students into
such a state of interest in what the teacher is going to teach. The teacher
should also fin the students with devouring curiosity to know what the
UNIVERSITY OF IBADAN LIBRARY
200 S.F. Akorede & Adigun, Adebisi F.
next steps in connection with the subject are. A good teacher is one who
seeks the interest of his learners first, and does everything to help and
encourage the learners to develop their abilities and capabilities.
According to Miller, (2006) good teaching or institution is basically good
communication between people, no matter at what level or what subject.
The most successful teacher is the one who is in close touch with the
students' own problems and difficulties and who appreciate's that the early
stages of teaching a subject is to begin with small steps which are
necessary for the students' understanding.
Bourke and Smith (1995) recognized that teachers used a variety of
modes or patterns of delivery. Teachers are invariably, role models whose
behaviours are easily copied by students. Eggen and Kauchak (2001),
declared that where pedagogical content knowledge is lacking "teachers
commonly paraphrase information in learners' textbooks or provide
abstract explanations that are not meaningful to their students. There is an
evidence that teacher content knowledge and teacher pedagogical content
knowledge affect teacher beliefs with respect to method of delivery of
lessons (Cooney 1994; Llinares 2002; Simon 1995). Some studies report
that teacher content knowledge affects teacher success, for mathematics in
general (Hill, Rowan, and Ball 2005). However, before a teacher can
change the behaviour of his students, he must not only possess adequate
knowledge of the subject matter, he must be able to display positive
attitude and communicate his message effectively.
Teachers must have the ability to persuade his students to accept his
ideas and arguments, and not to leave them wondering at the end of the
lesson whether to accept or reject them. Students and teachers enter the
classroom with different concepts based on their respective cultural
backgrounds. Students bring concepts derived from their community -
based culture and use their prior knowledge and experience to make their
own meaning as they interact with the teacher's delivery (Gagnon &
Collay 2006).
However, having adequately prepared lesson note and used it for
delivery of lesson, during the delivery, proper use of instructional
materials which had been planned along with lesson note is very
important. Great importance has been attached to teaching materials in
schools all over the world because of their ability either to discharge or
mar the teaching and learning in schools. Instructional materials are a
variety of materials in various formats which influence students' learning
and instructor's teaching. Ikerionwu (2000) refers to them as objects or
devices which help the teacher to deliver lesson to the learner.
UNIVERSITY OF IBADAN LIBRARY
Teachers' Attitude as Correlates of Academic Performance in Social Studies in Ibadan 201
Instructional materials therefore are concrete or physical objects which
provide sound, visual or both to the sense organs during teaching (Agina -
Obu 2005). Ekpo (2004) aptly declared that instructional materials are
often used to compensate for the inadequacies of the dominant organs or
to reinforce the capacity of the realization of the intentions of the
curriculum.
However, attitude of teachers to the use of instructional materials
depends on their training, experiences, income and even their availability.
Udoh (1999) said that it is true that well trained teachers are apt to
maximize the utilization of resources as good teaching material resources.
Adeogun (1997) noted that student can only interact effectively with
learning resource material if the teachers make effective use of the
resources during teaching. Furthermore, evidences have shown that
positive attitude promote learning while negative attitude debases it
(Aghadiumo 1992; Ajibade 1993). Indeed, teachers need to be committed
to their work by showing positive attitude to the use of instructional
materials, so as to assist the students in their academic performance. To
sustain their energy and enthusiasm for teaching, teachers need to
maintain personal commitment to the job (Day 2000).
As we all know that the teaching profession requires affective domain
competencies, like, attitude and behaviour as well as cognitive ones such
as knowledge and skills of a subject (Senel, Demir, Sertelin, Kilicaslan
and Koksal 2004). Teachers require to have positive attitude towards
lesson preparation and delivery and in the use of instructional materials,
and as a whole to the teaching profession (Cetin 2006; Gurbuz and
Kisoglu 2007).These authors stressed what is required of teachers to have
positive attitude in discharging their roles and in the teaching profession as
a whole. Teaching is an art, and the quality of teaching depends on the
love and dedication of the teachers towards it; and for the fact that the
quality of any teaching programme cannot rise above the quality of its
teachers.
Statement of the Problem
There is a general outcry of poor performance of student in social studies
at the Junior Secondary Schools. Several ·studies had therefore been
carried out on the likely causes but yet no remarkable improvement is
seen. It is however observed that many teachers find the act of preparing
lesson note and its subsequent delivery very tedious. Also, the use of
instructional materials by the teachers is not encouraging. Could these
therefore be the causes of persistent poor performance?
UNIVERSITY OF IBADAN LIBRARY
202 S.F. Akorede & Adigun, Adebisi F.
This study therefore investigated teachers' attitude towards lesson
preparation, delivery of lesson and use of instructional materials as
correlates of academic performance of Junior Secondary School students
in social studies.
Research Questions
The study provided answers to the following research questions:
(1) To what extent does teachers' attitude towards lesson preparation,
lesson delivery as well as use of instructional materials correlates
with students' performance in Social Studies?
(2) Does the obtained regression equation resulting from a set of the
three predictors allow reliable prediction of student's performance
in Social Studies?
(3) Which of the predictors are most influential in predicting students'
performance in Social Studies and which does not contribute
significantly to the prediction model?
Research Design and Methodology
The study was a non-experimental survey type of research. The research
was preferred because the researcher had no direct control of the
independent variables as they had already occurred. The study population
consists of all the JSS2 students and JSS2 teachers in all the public schools
of the six local government areas in Ibadan municipality. The stratified
random sampling technique was adopted for the study. This ensured that
all the zones of the local government areas were given equal
representation in the study. The sample consisted of 60 JSS2 teachers and
300 JSS2 students. All together 360 respondents were used.
Instruments
Two instruments were used to collect data for the study. These were: The
Questionnaire for Social Studies Teachers (QSST) which consisted of 30
items and it was used to find out the teachers' attitude to preparation of
lesson, delivery of lesson and the use of instructional materials. It has a
reliability coefficient of 0.80 using K -R 20 formula. The second
instrument was Social Studies Achievement Test (SSAT), a 50-item
multiple choice test carefully developed by the researcher to test the
knowledge of the students in Social Studies. The test was administered on
300 JSS2 students with reliability coefficient of 0.62, using Kuder
UNIVERSITY OF IBADAN LIBRARY
Teachers' Attitude as Correlates of Academic Performance in Social Studies in Ibadan 203
Richardson Formula 20. The validity of the instruments was tested for
content and face validities.
Data Collection and Analysis
The instruments were self administered with the help of three trained
research assistants. The data collection lasted for four weeks. The data
were analyzed using multiple regression to answer questions 1 - 3.
Results
Research Question 1
To what extent does teachers' attitude to lesson preparation, lesson
delivery as well as use of instructional materials correlate with students'
performance in social studies?
Table 1: The Intercorrelation Matrix of the Three Predictors (Teachers' Attitude to
Lesson Preparation, Lesson Delivery and Use of Instructional Materials) and
Students' Performance in Social Studies
Xl X2 X3 y Mean SD
X1- Teachers' attitude to l.000 26.85
lesson preparation
X2- Teachers' attitude to .148 1.000 30.38
lesson delivery
Xr Teachers' attitude to use -.107 .034 l.000 27.13
of instructional Materials
y- Performance in Social ~.012 .160 -.128 1.000 24.98 2.37
Studies
From table 1, it can be seen that both teachers' attitude to lesson
preparation and teachers' attitude to use of instructional materials have
negative and low correlation with students' performance in social studies.
However, teachers' attitude to lesson delivery correlates positively with
students' achievement in social studies.
Research Question 2
Does the obtained regression equation resulting from a set of the three
predictors allow reliable prediction of students' performance in social
studies?
UNIVERSITY OF IBADAN LIBRARY
204 S.F. Akorede & Adigun, Adebisi F.
Std. Error of Estimate
2.374
Table 3: Regression ANOV A
Model Sum of squares Df Mean square F Sie:
Regression 15.174 3 5.058 .897 .449
Residual 315.828 56 5.640
Total 331.002 59
From tables 2 and 3, it can be seen that the three predictors (teachers'
attitude to lesson preparation, delivery and use of instructional materials)
jointly correlate positively (R = .214) with the students' performance in
social studies. However, the three predictors account for less than 1% of
the variance observed in the students' performance in social studies. More
importantly, the observed correlation and the variance are not statistically
significant F (3,56) = 0.897, p > 0.05.
Research Question 3
Which of the three predictors are most influential in predicting
performance in social studies and which does not contribute significantly
to the prediction model?
Table 4: Regression coefficient
Model Unstandardized Standardized T Sig
coefficients coefficients
B Std. Error Beta
Constant 29.478 7.856 3.752 .000
X, Lesson preparation -.052 .132 -.052 -.395 .694
X2 Lesson delivery .121 .093 .172 1.301 .198
X3 Use of
instructional materials -.249 .236 -.139 -1.058 .294
From table 4, it can be seen that all·the predictors -: teachers' attitude to
lesson preparation (/3 = -.052, t = -.395, P > .05) teachers' attitude to
lesson delivery (/3 = .172, t = -1.301, p> .05) and teachers' attitude to use
of instructional materials (B= -.139, t =-1.058, p >.05) do not contribute
significantly to the prediction model.
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Teachers' Attitude as Correlates of Academic Performance in Social Studies in Ibadan 205
Discussion of Result
This study reveals that both teachers' attitude to lesson preparation and
use of instructional materials have negative and low correlation with
students' performance in social studies, while teachers' attitude to lesson
delivery correlates positively with students' performance in social studies.
It is then concluded that there is negative and low correlation between
teachers' attitude to lesson preparation and use of instructional materials
with students' performance in social studies. Also, there is positive
correlation between teachers' attitude to lesson delivery and students'
performance in Social Studies. This finding corroborates the assertion of
Mastropieri and Scruggs (1994) that many problems arise when teachers
display negative attitude to lesson preparation and these problems lead to
poor academic performance of the students. Time is also wasted when
teachers are ill prepared, have poor classroom management skills, spend
excessive amounts of time making announcements, passing out and
handling in papers, and the like. Students, meanwhile, squander this
valuable time through boredom, in-attention, socializing and other off-task
behaviours. The most effective teachers minimize these behaviours and
maximize time spent actively engaged in instruction. Thus, it is then
concluded that when there is positive correlation of the attitude of teachers
towards lesson preparation, delivery and use of instructional materials, the
academic per'formance of students in Social Studies will 'Improve.
Further outcome of the study reveals that the three predictors
(teachers' attitude to lesson preparation, delivery and use of instructional
materials) jointly correlates positively (R = .214) with the students'
performance. The three predictors account for less than 1% of variance
observed in the students' performance in social studies. Therefore, the
observed correlation and the variance are not statistically significant F (3,
56) = 0.897, P >.05. It is then concluded that the obtained regression
equation resulting from the set of three predictors do not allow reliable
prediction of students' performance in social studies. This finding is
supported by Eggen and Kauchak(2001) that positive teachers' attitudes
are fundamental to effective teaching. According to Edward (2002), the
quality of learning outcomes in learner is a reflection of the teachers who
taught them. Also, Good and Brophy (1994) opined that successful
delivery of lesson means that the content and language objective were met,
the pacing was appropriate, and the students had a high level of
engagement.
The study shows that all the predictors, which include teachers
attitude to lesson preparation (J3 = -.052, t = -.395, P > .05), teachers' '<.,
UNIVERSITY OF IBADAN LIBRARY
...
206 S.F. Akorede & Adigun, Adebisi F.
attitude to lesson delivery (~= .l72, t = -1.301, P > .05) and use of
instructional materials (~ = -.139, t = -1058, P > .05) do not contribute
significantly to the prediction model. It is then concluded that, there is a
negative correlation of the attitude of teachers towards lesson preparation,
delivery and use of instructional materials on the academic performance of
students in Social Studies. This finding is supported by the work of
Aghadiumo (1992) and Ajibade (1993) that positive attitude promotes
learning while negative attitude debases it. To sustain their energy and
enthusiasm for teaching, teachers' need to maintain personal commitment
to the job (Day, 2000). It is also supported by the findings of scholars like
Akkoyunlu (2002), Sekeri and et al. (2008), Adeyemi (2000) and Dube
(2009). The kind of attitude that teachers display towards lesson prepara-
tion, delivery and use of instructional materials influences academic
performance of students especially in Junior Secondary school.
Conclusion
It could be concluded from the findings of this study that students are
bound to perform well in social studies, if the teachers have good know-
ledge of lesson preparation, delivery and use of instructional materials
Recommendations
Based on the findings of this study, the following recommendations are
made:
• Capacity building should be organized for teachers in the areas of
lesson note preparation, delivery and use of instructional materials.
• Government should encourage teachers to put in their best,
develop positive attitude by increasing their salaries and encourage
prompt payment as well.
• School leaders should continuously evaluate the impact of
professional learning on the basis of the effect it has on students
academic performance and, emphasis should be placed on the use
of instructional materials in preparing teachers and provision of in-
service training to update skills.
• Quality control officers or supervisors should intensify efforts on
the checking of lesson notes.
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Teachers' Attitude as Correlates of Academic Performance in Social Studies in Ibadan 207
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