AN ASSESSMENT OF THE PATTERNS OF INSTRUCTIONAL PLANNING AND UTILIZATION OF COMMUNITY RESOURCES AMONG BASIC SCIENCE TEACHERS IN LAGOS STATE
- Project Research
- 1-5 Chapters
- Qualitative
- Chi-Square
- Abstract : Available
- Table of Content: Available
- Reference Style: APA
- Recommended for : Student Researchers
- NGN 3000
Background Of Study
An instructional plan is a teacher's thorough description of a lesson's path of teaching, often known as the "learning trajectory." A teacher creates a daily lesson plan to direct class learning. Details will vary according to the teacher's preferences, the material being covered, and the students' requirements. It's possible that the educational system will impose conditions on the plan. A teacher's guide to running a specific lesson and completing the following questions is called an instruction plan. What exactly are the pupils intended to learn? What approach and procedure should be used to meet the educational demands of students? How can I assess the influence of lesson planning on student achievement? Many educators and scholars have argued whether certain school characteristics have an impact on students' performance in particular. One of them is lesson planning. The impact of instructional planning on students' academic performance and learning outcomes, as well as the researcher's own experiences, is significant. Within a few hours in the classroom, a teacher plays a critical role by providing daily specific planned information that is part of the curriculum for a given grade. It is up to the instructor to prepare it out and employ successful techniques to present it to the students. Teachers must be enthusiastic about studying and teaching, as well as recognize students' needs and interests. Because the world is changing and progressing at a rapid pace, instructors must be technologically savvy in order to meet new global demands. For a variety of reasons, instructional planning is linked to student accomplishment. The most important one is that if your lesson plan does not work, your pupils will not succeed. Lesson planning, implementation, and assessment are the three actions. The learner will suffer in some way if the teacher falls short in any of these three areas. When a teacher plans a session with visual aids and lecturing, the children who learn best through movement will benefit less. Students may learn less if professors do not develop an opener that piques their interest and attention. Students may also learn better when the subject is applied to real-life situations. Then, during the implementation phase, teachers must do everything possible to guarantee that all students are processing the material. This could entail adhering to the plan or doing something completely different from what you originally thought would work.
According to Amosa (2013), community resources are all educational contexts in which teachers and learners receive assistance through real-life experiences that use locally available supports or aids to make the teaching and learning process more genuine and meaningful to teachers and learners.Community resources include educational aids or supports sourced from locally accessible sources such as manufacturing companies, higher education workshops, private sawmills, roadside mechanic work, and web-based resources. Bakare (2011) defines community resources as "resource personnel and material resources located within the geographical region of both the teachers and the students who aid or support information in the classroom."
In the learning environment, Dada (2013) identified the importance of community resources. They can motivate pupils and increase their enthusiasm for schoolwork. For example, social studies students who witness a traditional naming ceremony may learn more and be more willing to return for later visits. Furthermore, utilizing community resources allows students to observe the real-world application of what they have learned in the classroom. It also piques the pupils' interest and allows the lesson to take shape. Community resources make it possible to conduct close observation of a multitude of natural and man-made materials, thereby improving learners’ observation skills. Basic science instruction that incorporates community resources aids in the development of learning as an integrated or interdisciplinary unit.
1.2 Statement Of Problem
One of the great ironies of our time is the government's (both federal and state) fervent and near-universal dedication to the idea of effective and meaningful science learning in primary schools on the one hand, and the random teaching of this subject in our education system on the other.
The curriculum also emphasizes pre-lesson preparation based on the objective model of instructional planning, as well as the use of community resources and outdoor activities. This is founded on the notion that planning with an end goal in mind and exploiting the child's environment will result in youngsters learning science in a meaningful way. To date, the writer is unaware of any deliberate effort to investigate the degree of implementation of the primary science curriculum, that is, how teachers plan for their classes, what they consider while planning, how they use community resources, and the extent to which these resources are used. It is impossible to determine the needs of teachers, if any, in terms of effective implementation of the primary scientific curriculum in the states due to the lack of such information.
Objective Of Study
The general aim of this study is to carry out an assessment on the patterns of instructional planning and utilization of community resources among basic science teachers. Specifically, the study is set to;
- Identify the indices for basic science teachers instructional planning.
- Ascertain if basic science teachers differ in their instructional planning strategies.
3. Determine the extent to which basic science teachers utilizes community resources in teaching practice.
Research Question
The following questions will guild this study;
- What are the indices for basic science teachers instructional planning?
- Is there any difference in basic science teachers’ instructional planning strategies?
- What is the extent to which basic science teachers utilizes community resources in teaching practice?
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