| Content | Following the logic of transaction cost economics view, it is the manager?s task to craft governance arrangements with minimal cost that ensure the delivery of the desired quantity, price, and quality of a supplier?s services. The manager, therefore, crafts governance arrangements to match the exchange conditions that accompany various services. As exchange hazards arise, so must contractual safeguards (Williamson, 1985), which act to minimize the costs and performance losses arising from such hazards. As crafting a complex contract is costly, parties undertake such a cost only when the consequences of a contractual breach are considerable (Joskow, 1988; Heide, 1994). | Abstract This study focused on work life balance and its effect on employee performance in the Nigerian banking industry. The study started by looking at various events or issues that affects the performance of employee most especially in Guaranteed Trust bank Nigeria. The study therefore proposed a statement of problem to look at and identify those anomalies that may come up as a result of poor balance between work and life. The objectives, research questions and hypothesis were raised in line with the problems identified in the industry. The scope of the study was limited to Guaranteed Trust Bank Awka while the significance was given in line with the benefits to be expected by the stakeholders involved in the study. The literature review was done on conceptual theoretical and empirical frameworks as well as a summary and gap in the literature. The methodology adopted as survey design with multiple regression analysis was adopted for the analysis. The data was analysed based on descriptive and inferential statistics. The findings of the study indicated that there is a significant relationship between the impendent sub variable and the dependent variables. The study therefore rejected all the null hypothesis because the estimates were statistically significant. | CHAPTER ONE
INTRODUCTION
This project is on effective teaching and learning of biology in secondary schools. Education is a preparation for life. This is related to the acquisition of skills to earn a living. Today as always, the definition of education is the ever change and increasing in scope. Our schools are confronted with new pressures arising from changing needs with students; societal expectation, economic changes and technological advancement are to look into (Federal Ministry of Education, 2008).
Ali (2002) believes that the word science stands for a variety of information, abilities and operations about the natural environment. He believes that science is more concerned with various investigative processes and activities with regards to developing, acquiring, and controlling knowledge, skills, attitudes and capabilities about the natural factors of the environment. According to Aniodoh (2009), science is a body of knowledge arrived at through systematic and procedural processes based on tentative observation and experiment.
Biology as one of the science subject is defined as the study of life and structure of living things and concerns itself with the study of structure, behavior, distribution, the origin of plants and animals and their relationship with the environment. Abugu (2007) stated that biology is a natural science in which the study living organisms-plants and animals. Biology has been identified as the bedrock of understanding life, treating ailment and maintenance of ecosystem. However, it has been discovered that secondary school students have misplaced biology in their choice of subject on the basis that biology is too wide for them to cope with teacher have always been blamed for students poor performance in biology but should not be allowed to bear the whole blame alone, rather it should be looked at as a problem that has many contributory factors among which are teaching aids, students and government factors.
The West African Examination Council (WEAC) and National Examination Council (NECO) among others syllabus on biology is structured using the conceptual apparatus. It is expected that with adequate exposure to the syllabus, the students will not only acquire scientific skill and attitudes, but will also demonstrate a thorough understanding of scientific concepts and then in providing practical solutions to real life problem (Bandele, 2003). Achievement test results over the years have shown an ever decreasing gap between the performances of Biology at senior secondary school level in Makurdi Local government Area of Benue State (Onekutu and Onekutu, 2002). Available statistics from West Africa Examination Council, WAEC Chief Examiners’ report that WAEC May/June 2016, a total of eight hundred and seventy eight thousand and forty (878,040) candidates, representing 52.97%, obtained credits in five (5) subjects and above, including English Language and Mathematics.
There are varieties of materials which the Biology teachers use. These resources are models, charts, preserved specimens of plants and animals, culturing equipment and microscope (Olagunju, 2000). The resources should be provided in quality and quantity in classroom for effective teaching-learning process (Umeoduagu, 2000). Josiah and Ali (2013) in an empirical study, revealed that essential facilities such as equipment like radio, television, computers, chemicals, specimens, videos tape, stave, Bunsen burners, models and charts are not available in schools. This inadequacy of teaching materials, laboratory, space, has been of serious concern to educators.
According to Ajewole and Okebukola (2000), a number of factors are said to have contributed to the students’ poor academic achievement in school, some of these factors include: poor study habits and lack of available resource materials, teachers’ ineffectiveness, the teaching method and the type of learning environment available for both the students and the teachers. From the authors view, the poor performance of students in Biology may be a reflection of the type of learning environment. The authors stress that a host of these factors may surround students’ poor achievement in school which may include: poor study habits and lack of available resource materials, poor school climate, indiscipline, inadequate facilities, teachers’ ineffectiveness, the teaching method and the type of learning environment available for both the students and the teachers. From the authors view, the poor performance of students in primary school may be a reflection of the type of learning environment. Obaka (2005) observed that school environment may have negative influence on students’ academic achievement especially if such environment lacks good school climate, instructional materials, discipline, physical facilities, has poor teacher quality, type of location of school is questionable.
The decline in performance in science Technology and Mathematics (STM) may be unconnected with poor learning environment created by this state of infrastructural facilities Akinsola (2000). Mapaderun (2002) also emphasized that the availability and adequacy of these facilities promote effects teaching and learning activities in schools while there in adequacy affects the academic have performance negatively. Several efforts have been extended by science Teachers Association of Nigeria (STAN) to train secondary school teachers on improvisation techniques in various on science subject including Biology; hence there is need to valuable how far teachers have been able to improvise instructional material for effective teaching.
Despite the expected benefits of utilizing material resources in the teaching/learning process, there has been consistent failure in students’ performance in biology of the West African Senior School Certificate Examination in biology in Nigeria (Umeh, 2006). The failure has been attributed to under-utilization of some material resources in teacher training institutions. Umeh (2006) is of the view that audio visual aids such as television, computers and projectors are not utilized in schools due to lack of knowledge on the proper use of such resources for teaching. Jatua and Jatau (2008) expressed the view that material resources utilized by teachers in teaching science (biology) were textbooks, chemicals, charts, microscopes, chalkboards and flasks which are cheap and have wider applicability in the teaching and learning of biology in schools. Onyeji (2003) had earlier reported that none of these new media is available, accessible or used in communicating Science, Technology and Mathematics (STM) in secondary schools. From the research findings, biology teachers agree that lack of skills/competencies required for resources use, insufficient period for practical work, inadequate laboratory and instructional materials, heavy teaching loads and large class size are the biggest factors hindering the use of resources in teaching biology. Imogie (2010) attributed the problem to increase in students’ enrolment into science subjects (especially biology) which makes the available resources to be grossly insufficient for any meaningful activity-based learning.
With respect to learning facilities, it is an open secret that vast majority of our secondary school lack the equipment and materials for meaningful teaching and learning of biology (Oludipe and Lasisi, 2006).
1.2 Statement of the Problem
The relevance of education in any society cannot be understated. It is regarded as the single potent factor that leads to the improvement of the individual as well as society (Imogie, 2010). The need to provide basic formal education to all schools whether public or private sector in Makurdi Local Government Area of Benue State is therefore a paramount social responsibility (Ada, 2005). The question of how credible the students, teachers education programmed is in terms of assessment of the resources available for the effective teaching and learning of biology in secondary schools has remained a major issue of interest to many people in Makurdi Local Government Area of Benue State and environs (Adzemba, 2006).
The quality of instruction, teachers, and equipment in Biology are usually considered sub-standard, in adequate equipment and lack of teachers contribute to the poor teaching of Biology education, Shortage of qualified science teachers and lack of equipment amongst others have been identified as constraints against the advancement of science education in Nigeria (Akoja, 2006). For Nigeria to meet up with the challenges of human capacity development for sustainable development there must be both material and human resources. Many schools do not have Biology laboratory and teachers are often unqualified (Anyamebo, 2005). Research has shown that poor perception over the production of instruction materials in schools, low level of utilization of these materials, Non challant attitude of teachers towards improvisation of materials, poor funding, lack of equipment, laboratories are major causes of poor educational materials (resources) in the impermanent of Biology education programmed (Aliade, 2008). For learning to be meaningful and permanent, it is necessary that instructional resources be used.
It is on this premise that the researcher is motivated to assess the available resources for the effective teaching and learning of biology in secondary schools in Makurdi Local Government Area of Benue State.
1.3 Purpose of the Study
The general purpose of the study is to assess the resources available for the effective teaching and learning of biology in secondary schools. Specifically the study is to:
- Determine the Qualification of biology teachers in Secondary Schools in Makurdi Local Government Area of Benue State.
- Find out the Method of instruction used by the biology teachers in Secondary Schools in Makurdi Local Government Area of Benue State.
- Ascertain the Resources available for the effective teaching and learning of biology in Secondary Schools in Makurdi Local Government Area of Benue State.
- Determine how often the available resources are used by Secondary Schools in Makurdi Local Government Area of Benue State.
- Identify the problems teachers encounter in teaching and learning of biology in Secondary Schools in Makurdi Local Government Area of Benue State.
1.4 Research Questions
- What are the Qualifications of biology teachers in Secondary Schools in Makurdi Local Government Area of Benue State?
- What are the methods of instruction used by the biology teachers in Secondary Schools in Makurdi Local Government Area of Benue State?
- What are the resources available for the teaching of biology in Secondary Schools in Makurdi Local Government Area of Benue State?
- How often are the available resources used by Secondary Schools biology teachers and students in Makurdi Local Government Area of Benue State?
- What are the problems teachers encounter in teaching and learning of biology in Secondary Schools in Makurdi Local Government Area of Benue State?
1.5 Significance of the Study.
The usefulness of this research work in education cannot be overemphasized of the result of the study if properly utilized; it is going to be beneficial to the students and teachers.
- To students, it will enable them to know their performance in biology examinations as well as provide a room for improvement. By the use of the available resources, it helps biology students to develop positive attitudes and interest in the subject by full participation in the teaching- learning process.
- To the teachers, the result of the study will make meaningful recommendations regarding resources available for the effective teaching and learning of biology in secondary schools in Makurdi Local Government Area of Benue State. By the use of the available resources, it helps biology teachers to be conversant with the different methods of instruction to use when teaching and also helps to improve their knowledge on the use of the available resources.
1.6 Scope of the study
The study was based on the assessment of the resources available for the effective teaching and learning of biology and restricted to Makurdi Local Government Area of Benue State.
1.7 Definitions of terms
Certain terminologies are defined strictly on the context of this study as follows:
Assessment: An opinion or a judgment about somebody or something that has been though about very carefully.
Resources: This is something that can be used to help achieve an aim or objectives especially a book, equipment etc, that provides information for the teachers and students in order to increase the worth of education.
Available: The present of resources for the accomplishment of a purpose.
Effective: Process of producing the result that is wanted or intended.
Teaching: The act of transmitting knowledge, attitudes, skills from a knowledgeable and skills person to other people.
Learning: The activity or process of gaining knowledge or skills by studying, practicing, being thought, or experiencing something.
| CHAPTER ONE GENERAL INTRODUCTION 1.1 Background of the Study Most studies found in the literature of corporate finance are conventionally dealing with the financial decisions that are long-term oriented. The most of such studies examined structure of the capital, investment decisions, and dividend valuation decisions related to the company. According to Sanger in Bagchi and Kharmrui (2012, p. 1), working capital has always been ignored in financial decision-making because it involves investment and financing in short-term period and also acts as a restrain in financial performance, since it does not contribute to Return on Equity (ROE). Most managers of business organisations are inclined to focus more on long-term investment since those investments take a chunk of the cash resources of their organisations. In as much as long-term goals provide focus and purpose for every business, these goals must be broken down into short-term operational, workable and achievable objectives for the organization to attain its mission. Short term financial decisions relating to current assets and current liabilities should also be equally important and should be analyzed carefully. The success of every long-term investment heavily depends on how effectively that investment is managed in the short-term. Most of the operations of a firm in the short run deal with the management of current assets and current liabilities of the firm. Van Horn (2000) indicates that working capital management involves the administration of current assets and the financing (especially current liabilities) needed to support current assets. Atril (2006. p. 386) also asserts that working capital represents a net investment in short-term assets. These assets are continually flowing into and out of the business, and are essential for day-to-day operations. Working capital is thus seen as the lifeblood of the business, the fuel that funds the daily operations and ability to pursue near-term growth opportunities for the business. Working capital is also defined as money tied up in the business and used to finance its day to day needs, such as buying raw materials. | TABLE OF CONTENTS
TITLE PAGE i
CERTIFICATION ii
APPROVAL PAGE iii
DEDICATION iv
ACKNOWLEDGMENT v
TABLE OF CONTENT vi
LIST OF TABLES ix
ABSTRACT x
CHAPTER ONE: INTRODUCTION 1
Background to the Study 8
Statement of the Problem 8
Purpose of the Study 9
Significance of the Study 10
Scope of the Study 11
Research Questions 12
Hypotheses 12
CHAPTER TWO: REVIEW OF RELATED LITERATURE 14
Conceptual Framework. 15
Concept of metacognition 15
Theoretical Framework. 18
John Flavells Metacognition Theory 18
Vygotsky theory of cognitive development 21
Theoretical Studies 26
Basic elements of metacognition. 26
Components of metacognition 27
Importance of metacognition for school success and life success 28
Teaching metacognitive strategies 30
Creating metacognitive environment 38
Advantages of using metacognitive strategies by students 42
Disadvantages of teaching with metacognitive strategies 43
Empirical studies 44
Summary of Related Literature Review 48
CHAPTER THREE: METHOD 48
Research Design 47
Area of the Study 47
Population of the Study 50
Sample and Sampling Techniques 50
Instrument for Data Collection 52
Validation of the Instrument 52
Reliability of the Instrument 53
Method of Data Collection 53
Method of Data Analysis 54
CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA 56
Summary of major findings 56
CHAPTER FIVE: Discussion, Conclusion And Recommendations 70
Discussion of Results 70
Conclusion 73
Implication of the study 73
Recommendations 74
Limitations of the study 75
Suggestions for further Research 75
REFERENCES 77
APPENDICES | ABSTRACT The  study  examined  the  influence  of  instructional  materials on the teaching of Basic Science in Selected schools in, Makurdi.  This study made use of Survey Research Design. TEN (10) Government and private pre schools were used. It had the population of 2,150 basic science students and 30 basic science teachers.  Sample of 206 students were randomly selected with 10 basic science teachers.  The instrument used for collection of data was a questionnaire designed by the researcher for the teachers and students of basic science. Based on this study, instructional materials was seen as possessing characteristics of visibility, simplicity, attraction, and clarity. That instruction material is important to influence students academic performance in basic science.  Recommendations were made in line with the findings, which include the basic science teachers should endeavour to use and try to improvise instructional materials for effective teaching of basic science in pre schools.  Government should ensure the adequate employment of dedicated and qualified basic science teachers and make funds available and sponsor the teachers  attendance  at  conferences,  seminars,  and  workshops  on  utilization  of basic science instructional materials. In conclusion, students perform better when appropriate and improvised materials were made available and utilized in teaching basic science. The basic science knowledge and subsequent performance of students in both pre and pre pre schools and basic science as a subject becomes more interesting to learn when it was taught by experienced, well committed, dedicated and qualified basic science teachers.   Teaching of basic science will not be completed if the instructional materials needed to facilitate learning are not sourced for, and properly utilized for each basic science topic designed to be taught and construct others using available local materials. |
