Effective Resource Utilization: A Better Approach to Teaching and Learning of Physics

Okeke, Sunday .O; Okoye, Nestor Ekemezie

doi:10.5901/ajis.2013.v2n6p35

Cited by 3 publications

(12 citation statements)

References 1 publication

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“…This inadequacy of TLR has been of serious concern to educators. According to Okeke and Okoye (2013), learning is a complex activity that involves the interplay of the motivation of learners, physical facilities, teaching resources, and skills of teaching and curriculum demands. In Uganda, Nannyonjo (2007) discovered a very strong positive significant relationship between instructional resources and academic performance.…”

Section: Teaching and Learning Resources On Academic Performancementioning

confidence: 99%

Modelling Academic Performance Using Attributes of Education Maturity with Multi-Level Composite Indicators: A Case of Wakiso District (Uganda) Primary Schools

Ssebyatika

Awichi

2020

East Afr. j. educ. stud.

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The major purpose of the study was to model the effect of education maturity on academic performance in primary schools in Wakiso district using multi-level composite indicators. Specifically, the study sought out to establish the extent to which supervision of teaching affects the academic performance of primary schools in Wakiso district; how teaching and learning resources affect the academic performance of primary schools in the district; how continuous school assessment affects the academic performance of primary schools in the district and how classroom environment affects the academic performance of primary schools in the district. The study employed a case study design together with methodological triangulation so as to minimize the challenges of using a single approach. The study used a census of primary schools. However, of the 350 schools, 218 provided all the required information on the study objectives. The main tools of data collection were document review and observation guide for the selected primary schools. The inferential analyses showed that at a 1% significance level, the use of resources and classroom environment significantly affected the academic performance of pupils in Wakiso district for the period under study. Secondly, teaching and learning resources significantly affected the academic performance of pupils in the district. Thirdly, at a 5% level, assessment, recording and reporting significantly affected the academic performance of pupils in the district and lastly, supervision of teaching and learning significantly affected the academic performance of pupils. The study recommends that modelling academic performance using attributes of education maturity yields very significant information that helps greatly in making decisions on school performance and this should be encouraged and upscaled by the line ministry of education.

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Section: Teaching and Learning Resources On Academic Performancementioning

confidence: 99%

Modelling Academic Performance Using Attributes of Education Maturity with Multi-Level Composite Indicators: A Case of Wakiso District (Uganda) Primary Schools

Ssebyatika

Awichi

2020

East Afr. j. educ. stud.

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“…According to Awolola (2000), teaching and learning resources are those human and material inputs needed for promoting and achieving aims and objectives of concepts to be taught. It is the aggregate of all the inputs employed directly or indirectly with the primary aim of facilitating educational training or promoting the acquisition of knowledge and, skills (Akinsola as cited in Okeke & Okoye, 2013). According to Adeoye and Papoola (as cited in Mucai, 2013), in order to promote learning, the learner must be made to access all the requisite information, relevant materials and resources.…”

Section: Introductionmentioning

confidence: 99%

“…Because there is a considerable correlation between availability and use of laboratory apparatus and academic performance of science students (Adeyemo, 2013). Thus, if resources are effectively utilized in the teaching and learning of science, it increases the achievement levels of students, helps them to construct and consolidate knowledge, acquire science process skills and makes them learn science meaningfully (Abungu, Okere & Wachanga, 2014;Agyei, 2011, Babalola, Lambourne & Swithenby, 2019Boateng, 2014;Chebii, 2011;Dah, 2020;Hofstein & Mamlok-Naaman, 2007;Idiege, Nja & Ugwu, 2017;Okeke & Okoye, 2013;Opara, 2015) Science teaching and learning has been of so much interest to many governments and researchers for some time now. Most governments in one way or the other focus on improving the teaching and learning of science to change their economy (Adu-Gyamfi, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…However, research findings reveal that schools including colleges of education either lack or has inadequate resources including textbooks, laboratory materials and equipment, spacious lecture theatres and internet facilities for effective teaching and learning of science (Adu-Gyamfi, 2014;Alshammari, 2013;Amoah, 2018;Boakye & Ampiah, 2017;Bonney, 2019;Ministry of Education, 2014;Miyoba & Banja, 2018;Okori & Omenka, 2017;Otieno, 2012). Meanwhile material resources play an integral part in the teaching and learning of science by stimulating critical thinking, making learning enjoyable, interesting and meaningful (Nkechi, 2012) as their availability and effective utilization ensures active involvement of students in the teaching and learning process which makes learning meaningful (Nkechi, 2012;Okeke & Okoye, 2013;Opara, 2015). Schools must thus have enough resources that could get teachers and learners to pursue and achieve the targeted objectives at the end of the course (Mogaka, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Musset (2010) stated that, continuous training of teachers is a great practice and approach directed at developing the requisite knowledge and skills for achievement of greater student performance. Okeke and Okoye (2013) asserted that there is lack of opportunities for in-service training on how to properly use new tools, equipment and materials and this had resulted in the inability of some science teachers to use the instructional resources for effective delivery of lessons to students (Opara, 2015). Anthony-Krueger (2007) stated that majority of science teachers in Ghana did not have the opportunity to undergo in-service programmes and this would result in their content knowledge and professional skills remaining dormant or degenerate with time.…”

Section: Introductionmentioning

confidence: 99%

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Resourcefulness in Science Teaching and Learning in the Colleges of Education in Ghana: A Systematic Literature Review

Bonney¹,

Klutse²,

Dzidzinyo³

et al. 2022

AJEP

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Purpose: The focus of the study was to review existing literature on the resourcefulness of science teaching and learning in the colleges of education in Ghana and to make recommendations to the government of Ghana and the science tutors on the teaching and learning of science in the colleges of education. The study strived to ascertain the right state of resourcefulness in science teaching and learning, nature of preparation given to pre-service science teachers and the kind of in-service training programmes science tutors receive. Methodology: Systematic literature search approach was adopted in selecting, screening and extraction of important and related documents. These processes included defining the question(s) that the review aimed to answer, establishing inclusion and exclusion criteria, carrying out the search for literature, reviewing the process and evaluating the studies, extracting relevant documents or data and then synthesizing, analyzing and presenting data. The criteria involved identifying journals, articles, policy documents, official reports, training modules, scholarly work from both print and electronic media; identifying goal, scope and focus of the review; presenting outline of procedure for selecting journals; deciding on source selection process; selecting sources; calibration of the content extraction process and picking relevant content materials. Results: From the analysis of the contents of the various documents gathered, it was revealed that a lot of colleges of education in Ghana have inadequate infrastructure, well-equipped science and ICT laboratories, human resource capacities and material resources that befit their status as tertiary institutions for effective delivery of science lessons by the tutors. Recommendation: It was recommended that the government of Ghana should adequately resource the colleges of education and the science tutors should take advantage of the Professional Development Sessions to sharpen their knowledge and skills for effective delivery of science concepts to learners.

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Resource inequality and quality of secondary education: a study of uneven policy in rural schools of southwestern Nigeria

Okunlola

Hendricks

2023

Eureka: SH

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Recent Studies have investigated the influence of the resource factor on the quality of secondary education (QSE) in Nigeria. However, the research on the resource factor as a predictor of quality of secondary education in rural communities of Southwestern Nigeria remains scanty. This study, therefore, investigated the contributions of the resource factor (RF: Resource Adequacy-RA and Resource Utilization-RU) to QSE in rural communities of Southwestern Nigeria (RCSN). The study was located within a pragmatic paradigm that incorporated the convergent parallel design in the collection, analysis and interpretation of the qualitative and quantitative data. The multi-level mixed methods sampling technique was adopted in selecting 467 secondary school graduates, while total enumeration technique was adopted in selecting 134 teachers. Six participants for the Key Informant Interviews comprised three principals and three senior officials from the Teaching Service Commission and Ministry of Education from three selected states in southwestern Nigeria. Two research questions were raised, and one hypothesis was formulated for the study. Two research instruments, namely, the Secondary School Graduate Aptitude Test (SSGAT) and Resource Factor Teachers’ Questionnaire (RFTQ), with reliability coefficients of 0.715 and 0.853, respectively, were used for the study. Quantitative data were analyzed using descriptive statistics and Pearson Product Moment Correlation, while qualitative data were analyzed with content analysis. The resource factor with resource adequacy (x=2.50) and resource utilization (x=2.77) influenced QSE. The resource factor (r=0.75) had a negative significant relationship with QSE. The study affirmed that addressing resource inequality in rural communities is urgently required to stem the ebbing tide of quality secondary education in Nigeria.

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Effective Resource Utilization: A Better Approach to Teaching and Learning of Physics

Cited by 3 publications

References 1 publication

Modelling Academic Performance Using Attributes of Education Maturity with Multi-Level Composite Indicators: A Case of Wakiso District (Uganda) Primary Schools

Modelling Academic Performance Using Attributes of Education Maturity with Multi-Level Composite Indicators: A Case of Wakiso District (Uganda) Primary Schools

Resourcefulness in Science Teaching and Learning in the Colleges of Education in Ghana: A Systematic Literature Review

Resource inequality and quality of secondary education: a study of uneven policy in rural schools of southwestern Nigeria

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