CHAPTER THREE

RESEARCH METHODOLOGY

Introduction

This chapter is made up of research design, population and sample selection, research instruments,

data collection procedures, limitations and data analysis.

Research design

Action research is the research used for the project. Action research is a kind of research activity

in which the researcher works collaboratively with other people to solve a problem. It is an

approach which aims at improving a problem related situation through change. It also enable both

the researcher and the pupils to develop appropriate intervention strategies aimed at finding

solutions to the problem identified in the teaching and learning situation, action research is an

essential aspect of the teacher professional’s responsibilities which help them to understanding

what actually goes on the teaching and learning situations.

It also equips the modern teacher in term of understanding various methods and approaches that

suits his /her pupils.

It also enhances the teacher’s professional status, promotes teacher’s personal development, and

improvement of his/her practices.

Finally, the findings from Action Research provides the teacher the opportunity of acquiring a

better understanding of all aspects of his/her own practice be it in a related subject content

Curriculum or the method appropriate tool the level of the pupils.

Research and Sampling Selection

According to the Cambridge Learner Dictionary (2000), population is defined as all the, people

living in a particular country, area, or place and sample is a small amount of people or things taken

from a larger group and used in tests to provide information about the group.

In Abatey Junior High School, the population of pupils is three hundred and eighty six (386). The

school has about thirteen teachers. The researcher however limited the study of form three pupils.

The total number of pupils in Primary Five is fifty-five (55).

Selecting the sample, the researcher used the simple random sampling method to create a sample

for the study. The simple random sampling technique was employ because most pupils perform

poorly in class. The total number of pupil selected for the study was twenty (20) pupils. The

researcher also sampled 5 teachers from the school.

Research Instruments

The researcher used three different instruments with the aim of obtaining perfect and

comprehensive results as each of the instrument had its limitation. For instance interview which is

face to face interaction between the interviewer and the interviewee with the aim of collecting

information has its limitation. This cannot be used where each of the researcher not interviewee

are not prepare to respond during the interaction with the interviewer.

With the observation in which the researcher collects information about pupils through watching,

listening and recording cannot study the opinion and attitude directly despite the fact that it can be

used where other instruments fails. Also it cannot provide information about the past.
Last test was conducted to collect information about pupils’ performance in all the subjects before

and after the intervention.

Data Collection Procedure

This aspect is made up of pre- intervention, intervention and post – intervention.

Pre – intervention

Observation and interview were used to gather information about the pupils. Test was used collect

information about pupils relating to their academic achievements. Observations was used to

determine the attitude and punctuality of pupils towards school.

Intervention

Through improvising, the researcher was able to use local materials to design some teaching and

learning materials for his lesson. In some cases, the resources persons were invited to assist in the

presentation of lessons to pupils. This was however, done during weekends since the resource

persons were always busy during working days.

The researcher also realize that the PTA of the school was not functioning; hence, he started to

coordinate activities towards reviving the PTA of the school. Once that was successfully done, he

invited the executive to visit the school during school hours to see the conditions in which teachers

are forced to work. Also, the basic teaching and learning materials which were not available in the

school for teaching and learning on efficiently were provided through the funds raised by the PTA.

The also contacted non-governmental organization within the municipality who speccialize in the

educational sector to come in and assist the administration of the school with some modern

teaching and learning materials for teachers to present their lesson successfully.
Post – intervention

Test were organized again and the results showed improvement in pupils’ academic performance

as compared to previous scores. It is the researcher’s hope that the initiatives taken by the PTA

and NGOs would be sustained if not improved. This would ultimately improve the performance

of pupils in the Basic Education Certificate Examination.

Limitation

This section of the researcher is devoted to the presentation of problems or difficulties encountered

during the course of study.

As a student on the Distance Education Programme, the preparation of lesson notes; teaching and

learning materials; giving of exercise being part of the teaching, this has put constraints on the

researcher for the conduct of the study.

More so, the unwillingness on the part of the pupils, their guardians and other close relation to

give information limited the research. This made the collection of information on the research

difficult.
 CHAPTER FOUR

PRESENTATION OF RESULTS AND DATA

Introduction

This chapter discusses the results that were realized after using various research instruments and

implementation of the interventions. The results are presented in tables.

Table 1: Sample size

Members Number Percentage (%)

Pupils 20 80

Teachers 5 20

Total 25 100

Table 1 shows that pupils constituted 80% of the sample used for the study whiles teachers

presented 20% of the sample for the study.

Table 2: pre- intervention scores

Scores (20) Frequency Percentage (%)

1-5 10 50

6-10 5 25

11-15 3 15

16-20 2 10

Totals 20 100

From table two, about 15 pupils representing 75% scored below the past mark whiles about 5

representing 25% pupils scored above the average score. This table therefore shows that three-

thirds of the pupils performed poorly.

Table 3: cause of poor performance among pupils

Members Frequency Percentage (%)

Poor classroom condition 10 50

Lack of motivational for teachers 5 25

Lack of support from parents 5 25

Totals 20 100
From the table above, 10 pupils representing 50% of the population agreed that the cause of their

poor performance was due to poor classroom conditions, 5 pupils representing 25% agreed that

lack of motivational programmes for the teachers resulted in their poor performance whiles 5

pupils representing 25% attributed the cause of their poor performance to the low support they

receive from parents towards their education.

Table 4: teachers’ response to availability of teaching and learning materials

Responses Number Percentage (%)

Yes 0 0

No 5 100

Total 5 100

From the table above, all the teachers agreed that they do not use teaching and learning materials.

They further stated that they did not use TLM because they were not provided some of the basic

ones in the school and that they would use it whenever the school provides it.
Table 4 : post- intervention scores

Scores Frequency Percentage (%)

1-5 2 10
6-10 3 15
11-15 10 50
16-20 5 25

Total 20 100

According to table two, B, which shows the scores of pupils after the intervention activity five

pupils representing 25% of pupils scored marks below the average scores whiles fifteen pupils

representing 75% of p
CHAPTER FIVE

DISCUSSION OF RESULTS, CONCLUSIONS AND RECOMMENDATIONS

Introduction

This chapter highlights the discussion of the findings from the study, the conclusions drawn from

the findings and the recommendations given based on the findings.

Discussion of results

The study reveals that the use of instructional materials such as work books improved the quality

of learning in the student in the students. This agrees with the finding of Davies (1976) who also

observed that teachers work more effectively when they use instructional materials. He also stated

that the use of instructional materials provide an enriched classroom atmosphere. Also, Comber

(1973) observed that where students engaged in the processes of science in their schools, the level

of achievement in science was higher. It was also found that both male and female students perform

better when they are taught with instructional materials. This study also observed that students of

different age groups also perform better when they are taught with instructional materials.

Instructional materials stimulates the various senses of the body. And thus, help students to learn

better.
Conclusion

It is clearly evidence that most public schools lacked adequate facilities and learning resources.

The status of instructional materials, equipment and facilities are inadequate, obsolute, dilapidated

and unsuitable for preparing students. This state of affairs raises concern about the quality of

students emerging from the public school system. The proliferation of public educational

institutions in such conditions are a manifestation of the ineffectiveness or near to total collapse of

the systems of monitoring and regulation of teacher such institutions. Although learning prevent

these institutions from contributing to the production of up-to date and specialized knowledge for

their trainees.

Recommendations

Teacher quality has long been and will continue to be an important issue to parents, educators and

policymakers and to that extent therefore, there will be need for a legislation framework to be

enacted to act as a watch dog over the teacher preparation programmes across the nation. In the

light of the findings and conclusions of this research it’s recommended that, the Principals and the

management of educational institutions should provide adequate instructional materials and

learning facilities to their institutions of learning for effective teaching and learning. More so, the

Ministry of Education should enhance and enforce regular inspection of public schools to ensure

conformity to standard guidelines.