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THE ATTITUDE OF UNIVERSITY OF BENIN COMMUNITY TOWARDS UNDERGRADUATE STUDENTS IN EDUCATION

  • Type:Project
  • Chapters:5
  • Pages:90
  • Methodology:Standard Deviation
  • Reference:YES
  • Format:Microsoft Word
(Education Project Topics & Materials)
THE ATTITUDE OF UNIVERSITY OF BENIN COMMUNITY TOWARDS UNDERGRADUATE STUDENTS IN EDUCATION
 UNIVERSITY OF BENIN
ABSTRACT
A realistic national transformation is possible only through education obtained in a conducive environment. This is because education has remained a veritable instrument for promotion and sustenance of national transformation. It has been observed that school climate is closely linked to the interpersonal relations between students and teachers. The relationship between student and school environment cannot be overemphasize. Students’ academic success is greatly influenced by the physical and the psychological environment of learning. This study examined the attitude of the University of Benin community towards undergraduate studies in Education. The study ascertained and investigated the existence of the attitude of university of Benin community towards undergraduate students in Education. The study showed that there is a negative and mini positive relationship between attitude of University of Benin community towards undergraduate studies in Education which influence their perception towards the study of the course” Education”, which is a tool for transforming societal values and sustaining it.
TABLE OF CONTENTS
CHAPTER ONE: INTRODUCTION
Background to the Study    -    -    -    -     -    -    
Statement of the Problem    -    -    -    -     -    -    
Research Questions        -    -    -    -     -    -    
Hypotheses             -    -    -    -     -    -    
Objectives of the Study    -    -    -    -     -    -    
Scope of the Study        -    -    -    -     -    -    
Significance of the Study    -    -    -    -     -    -    
Limitations of the Study    -    -    -    -     -    -    
CHAPTER TWO: REVIEW OF RELATED LITERATURE
Concept of Education        -    -    -    -     -    -    
Concept of School Community -    -    -    -     -    -    
Teacher’s Education        -    -    -    -     -    -    
Objectives and Relevance of Teacher Education    -    -    -    
Teacher’s Qualification    -    -    -    -     -    -    
Teaching Professionalization    -    -    -    -     -    -    
Teacher’s Qualification and Students’ Academic Performance    ¬-    
CHAPTER THREE: METHODOLOGY
Research design            -    -    -    -     -    
Area of the Study            -    -    -    -     -    
Population of the Study        -    -    -    -     -    
Sample and Sampling Techniques      -    -    -    -     -        
Research instrument            -    -    -    -     -    
Validity of the instrument        -    -    -    -     -    
Reliability of the Instrument         -    -    -    -     -    
Administration of the Instrument    -    -    -    -     -    
Method of Data Analysis        -    -    -    -     -    
CHAPTER FOUR: PRESENTATION OF DATA AND DISCUSSION OF RESULTS
Presentation of Data
Discussion of Results
CHAPTER FIVE:  SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary                 -    -    -    -     -    
The Findings                 -    -    -    -     -    
Conclusion                 -    -    -    -     -    
References                 -    -    -    -     -    
CHAPTER ONE
INTRODUCTION
Background to the Study
There cannot be any realistic national transformation in the absence of relevant education. This is because education has remained a veritable instrument for promotion and sustenance of national transformation.
     The federal republic of Nigeria (2004) stated that education will continue to be highly rated in the national development plans because education is the most important instrument of change, as any fundamental change in the intellectual and social outlook of any society has to be preceded by an educational revolution.
Education is widely acclaimed as having the potential for transmission of desired values such as work ethics, patriotism, honesty and fairness all of which are attributes of national transformation. It is pertinent to note that there is a direct positive correlation between the attitude of university community towards undergraduate studies. It is in this sense that this study decided to examine the attitude of university of Benin community towards undergraduate studies in education towards cognition, academic performance, career objective and aspiration.
It is an acceptable fact that Students’ academic success is greatly influenced by the type of school they attend and the school community. The school factors here include school structure, school composition, personnel and school climate. The school that one attends is the institutional environment that sets the parameters of a students’ learning experience. As schools are faced with more public accountability for student academic performance, school level characteristics are being studied to discover methods of improving achievement for all students. (Hoy, Kottkamp & Rafferty, 2003).      Depending on the environment, schools can either open or close the doors that lead to academic performance (Barry, 2005). Crosnoe et al. (2004) suggest that school sector (public or private) and class size are two important structural components of the school. Private schools tend to have both better funding and smaller sizes than public schools. The additional funding for private schools leads to a better academic performance and more access to resources such as computers, which have been shown to enhance academic achievement (Eamon, 2005). Teacher’s experience is another indicator of student academic performance and therefore also a member of the school community. Students who attend schools with a higher number of teachers with full credential tend to perform better and vice versa (Bali & Alverez, 2003).
School climate is closely linked to the interpersonal relations between students and teachers. According to Crosnoe et al. (2004), school climate is the general atmosphere of school. Trust between students and teachers increases if the school encourages teamwork. Research shows that students who trust their teachers are more motivated and as a result perform better in school (Eamon, 2005).
School policies and programmes often dictate the school climate. Furthermore, if a school is able to accomplish a feeling of safety, students can have success regardless of their family or neighbourhood backgrounds (Crosnoe et al., 2004). According to Muleyi (2008), teachers do influence students’ academic performance. School variables that affect students’ academic performance include the kind of treatment which teachers and lecturers accord the students. Odhiambo (2005) contends that there is a growing demand from the government and the public for teacher accountability. Schools are commonly evaluated using students’ achievement data (Heck, 2009). Teachers cannot be dissociated from the schools they teach and academic results of their schools. It would therefore be logical to use standardized students’ assessment results as the basis for judging the performance of teachers. Teachers celebrate and are rewarded when their schools and teaching subjects are highly ranked.
Sanders (1997) conclude that the most important factor influencing student learning is the teacher. Teachers stand in the interface of the transmission of knowledge, values and skills in the learning process. If the teacher is ineffective, students under the teacher’s tutelage will achieve inadequate progress academically. This is regardless of how similar or different the students are in terms of individual potential in academic achievement. According to Rivkin, Hanushek and Kain (2005), there has never been consensus on the specific teacher attitude that influence students’ academic achievement. Researchers have examined the influence of teacher attitude such as gender, educational qualifications and teaching experience on students’ academic achievement with varied findings.
On the other hand, direct school-level measures such as the building and physical environment, and the school social and psychological environments have been used often (Crosnoe et al., 2004). Kombo (2005) observes that the leadership style of school creates a kind of learning environment. A cordial relationship between the head teacher or department in school and learners creates an environment conducive to learning as discussions are encouraged and learners are listened to. The heads works together with students on how to succeed in life and in academic work. In such a school, every member is useful in decision making process and students are usually disciplined and possess positive academic attitudes. The head teacher has a formal relationship with several other people or groups of people both inside and outside the school system. He/or she has dealings not only with the teachers and students, but also with parents, members of the community, which the school serves and educational officers.
Therefore, the image of the school is seen through the administrative capabilities of the heads. For instance, if the school fails in the KCSE, then the head teacher is deemed to have failed and vice versa. Griffin (1994) emphasizes that students must be effectively involved in the administration system of the school. The heads must encourage team work for none is extremely perfect. To this extent, a good heads is vital to both mental and academic well being of student
Statement of the Problem
The relationship between student and school environment cannot be overemphasize. Students’ academic success is greatly influenced by the type of school they attend and the physical and psychological environment of learning.  Many academic researched has been conducted on career, teachers qualification and school environment but the attitude of the University of Benin community towards undergraduate students seem at large. Thus, a need for us to undertake this study, this could aid the University to assess the main objective of the institute which is to produce students who are excellence in academic, innovative and prepared to face any challenges in the process of their career aspiration or calling. However, in some cases this has not to be true, as attitude of the of the university of Benin community prove otherwise.
Research Questions
       Based on the Statement of Problems the following research questions were raised to guide the study,
•    Is there a relationship between the attitude of University of Benin community and undergraduate studies in education?
•    Do the attitude of University of Benin community responsible for undergraduate studies academic performance?
•    Do attitude of university of Benin community towards undergraduate studies in education have impact on their behavior and learning cognition ability?
•    What strategies could be adopted to encourage positive attitude between university of Benin community and undergraduate studies?
Hypotheses
1    There is no significant difference between the attitude of University of Benin community and undergraduate students.
2    There is no significant difference between the attitude of University of Benin community and undergraduate students’ academic performance.
3    There is no significant difference between the attitude of University Benin community towards undergraduate studies in education and its impact on their cognitive ability.
Objectives of the Study
     The study is designed to ascertain, investigate the existence of the attitude of university of Benin community towards undergraduate studies in education. The study is would also ascertain the implication of negative attitude toward undergraduate students in educational studies.
Scope of the Study
Although, attitude varies in scope and size, but the scope of this study centers around the attitude of university of Benin community towards undergraduate studies in education.
More attention will be paid to the school community attitude towards undergraduate students such as full time, part-time and sandwich programmes.
Significance of the Study
      This study is significant in the following respects; it will x-ray or explore some of the attitude of the universities of Benin community, it will to a large extent will aid in removing inferior thought on educational studies. It will show the relevance of educational studies and how it influences other areas of discipline.  Moreso, it will equipped undergraduate students studying education relevance of educational studies which will eventually emerge one as a professional teacher cannot be over emphasize furthermore, it is to encourage high level of applicant in educational studies.
Limitations of the Study
     The findings and generalization of the study only apply to University of Benin community.

THE ATTITUDE OF UNIVERSITY OF BENIN COMMUNITY TOWARDS UNDERGRADUATE STUDENTS IN EDUCATION

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Details

Type Project
Department Education
Project ID EDU1945
Price ₦3,000 ($9)
Chapters 5 Chapters
No of Pages 90 Pages
Methodology Standard Deviation
Reference YES
Format Microsoft Word

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    Details

    Type Project
    Department Education
    Project ID EDU1945
    Price ₦3,000 ($9)
    Chapters 5 Chapters
    No of Pages 90 Pages
    Methodology Standard Deviation
    Reference YES
    Format Microsoft Word

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