Effects of Multivariate Teaching Variables on the Academic Performance of NCE Social Studies Students In Colleges of Education in North-West geo – Political Zone, Nigeria.
Abstract
This was set to determine the of multivariate teaching variables on the performance of Social students in Colleges of Education in the North-West geo-political , Nigeria.
The population of the study is 1,502 respondents.
The composition of the population included 123 of the Social Studies teachers in the Colleges of Education and 1,379 Social Studies NCE III students from the nine conventional Colleges of Education in the North-West geo-political zone, Nigeria.
Due to the size of the population, the researcher sampled 45 Social Studies lecturers and 306 students. Six research questions and six hypotheses were raised for the purpose of achieving the objectives of the study.
Structured and unstructured types of questionnaires were administered to teachers and students. The data collected were analysed with the use of Pearson Product Moment Correlation (PPMC).
The results showed that all six hypotheses were rejected because the investigation revealed that a significant relationship existed between students’ academic performance in Social Studies and all the multivariate variables.
The study also revealed that if concerted attention is paid to the full utilization of the multivariate variables in the teaching and learning process in Social Studies, they will contribute significantly to students’ academic performance.
It is, therefore recommended that most Social Studies teachers and students should be re-educated in the task of full utilization of the multivariate variables in the teaching and learning of Social Studies at Colleges of Education.
In addition, the government should also at the Federal level increase her funding of the Tertiary Education Trust Fund (TETFUND) in the provision of infrastructure and teaching resources to the Colleges.
Introduction
Background of the study
Education has been variously conceptualized by different societies at different times, places and circumstances (Ubah, 2001).
This is because education is the gateway to the advancement of any society economically, politically, socially, religiously and technologically.
It has been universally acknowledged as pointed out by Mezieobi (2004) that education is the key to social development, while the teacher is the custodian of the key.
The teacher is the transmitter of knowledge and constitutes a significant component of any educational programme.
Alaezi (1990) categorically opined that the teacher is the key man in the drive to progress and the most important factor in any education system.
The above statement was justified by Gambo (2009) that the test of any education system is the strength and effectiveness of the teacher.
Some of the aims of teacher education in Nigeria are to help the child to study and to know his needs, his natural propensities and the role of learning the child utilizes; and also to know how to encourage the child to grow physically and mentally.
In the Northern part of Nigeria, the Nasarawa School was established in 1909 for the training of teachers.
As a result of the Ashby Commission on higher education report of the 1960s, middle-level teacher training was put in place with the establishment of the Yaba Higher College (YHC) which became the forerunner of higher education in Nigeria despite the existence of the University College, since 1948.
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