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Distance Learning and Teaching Effectiveness : the Impact of the Distance Learning Scheme of the National Teachers’ Institute (Nti) in Nigeria

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Distance Learning and Teaching Effectiveness : the Impact of the Distance Learning Scheme of the National Teachers’ Institute (Nti) in Nigeria DISTANCE LEARNING AND TEACHING EFFECTIVENESS : THE IMPACT OF THE DISTANCE LEARNING SCHEME OF THE NATIONAL TEACHERS’ INSTITUTE (NTI) IN NIGERIA Project Mentor: Professor K. A. Adegoke, Distance Learning Institute, University of Lagos, Nigeria Annual Family Name CV ERNWACA Researchers and First Institution Status E-mail Sex Age Country Submitted Fees paid Name Yes No Yes No Etuk, Grace University Associate amyketuk@y F 60 Nigeria Yes Yes 1 Koko of Uyo Professor ahoo.com Akpanumoh, University Ph. D. audaco@yah M 47 Nigeria Yes Yes 2 Uduak Dan of Uyo Applicant oo.com Etudor, Eno University Lecturer presdor@yah F 35 Nigeria Yes Yes 3 E. of Uyo oo.com Ngerebara, University Ph. D. ataisimkpas F 44 Nigeria Yes Yes 4 Ataisi of Uyo Student @yahoo.com Country: Nigeria Research financed by Education Research Network for West and Central Africa (ERNWACA) With project support from UEMOA regional Centre of Excellence and the Ministry of Foreign Affairs of the Netherlands ROCARE / ERNWACA • Tel: (223) 221 16 12, Fax: (223) 221 21 15 • BP E 1854, Bamako, MALI Bénin • Burkina Faso • Cameroun • Côte d’Ivoire • Gambia • Ghana • Guinée • Mali • Mauritanie • Nigeria • Niger • Sénégal • Sierra Leone • Togo www.rocare.org ii ACKNOWLEDGEMENTS We wish to acknowledge the Regional Management of the Educational Research Network for West and Central Africa (ERNWACA), the UEMOA Regional Centre of Excellence and the Ministry of Foreign Affairs of the Netherlands for their financial and other supports, for beneficiaries of their small grant for research, which we are one. Our special thanks also go to the national co-ordination officials of ERNWACA, Nigeria, Prof. K. A. Adegoke (chairman) and Dr. D. Olukoya (secretary), who have relentlessly sensitized and mentored this research work. We wish also to say thank you to the Vice-Chancellor of the University of Uyo, Prof. Akaneren Essien, the Registrar, Mr. J. E. Udo, the Dean of the Faculty of Education, Prof. E. Udo, the Head of Department of Curriculum Studies and Educational Management, Dr. B. E. Udoukpong, for their support of our research efforts. We cannot fail to bring to record the unalloyed support of the Proprietor of Ritman College, Senator and Mrs. E. Ibokessien, who right from the inception of this work enlisted their interest and accepted to utilize the result of our research work. Worthy of mention are the officials of the National Teachers’ Institute (NTI), Kaduna, the Akwa Ibom State Coordinator of the NTIDLS, the education officer, the course tutors and the NTIDL-students in Akwa Ibom State, who cooperated with us in a wonderful way to bring this research work to completion. It would be grossly lopsided if we failed to appreciate the outstanding cooperation of Heads of Schools, the parents and teachers of the primary schools in Akwa Ibom State, who responded to our clarion call for iii help. Permit us to give our kudos to post-graduate and undergraduate students in the Department of Curriculum Studies and Educational Management, University of Uyo, who helped us collect and collate data for the work, particularly Mrs. Eno E. Akpan and Lucy Ituen. We appreciate our children, nephews and nieces for their ICT-skills, which were utilized to our advantage and for standing behind us to see that we succeed, in particular Mr. E. J. Akpan, Miss Glory J. Akpan, Miss and Miss G. J. Akpan. Others are Mr. Idongesit Kendy, Ekomobong Effiong, Mrs. Immaculata E. Akpan, Miss Glory U. Akpanumoh Miss Idongesit Etuk and Honesty, Otobong and Ubong Ituen, her precious friends. We must not forget the services rendered by the Corporate Business Services and the Divine Links Computers who helped in data analysis and computation respectively. We do not forget to mention members of our immediate families who bore with us within the choking period of this study. Above all, to God be the Glory for health wisdom, strength and protection that He endowed on us to carry this work to a successful end. Grace K. Etuk Uduak D. Akpanumoh Eno E. Etudor Ataisi Ngerebara iv TABLE OF CONTENTS Cover Page .. .. .. .. .. .. .. .. .. i Acknowledgements .. .. .. .. .. .. .. ii List of Tables .. .. .. .. .. ... .. .. vi List of Figures .. .. .. .. .. .. .. .. viii List of Plates .. .. .. .. .. .. .. .. ix Executive Summary .. .. .. .. .. .. .. x CHAPTER ONE: INTRODUCTION AND STATEMENT OF PURPOSE • Background of the Study .. .. .. .. .. 1 • Statement of the Problem .. .. .. .. .. 11 • Purpose of the Study .. .. .. .. .. 13 • Research Questions .. .. .. .. .. 14 • Research Hypotheses .. .. .. .. .. 15 • Scope of the Study .. .. .. .. .. .. 15 • Significance of the Study .. .. .. .. .. 16 • Study Assumptions .. .. .. .. .. .. 17 • Explanation of Terms and Abbreviations .. .. .. 18 TWO: THEORETICAL FRAMEWORK AND REVIEW OF LITERATURE • The Theoretical Bases of Distance Learning .. .. 22 • The Theoretical Framework for the Study .. .. 26 • Conceptualization of Distance Learning .. .. .. 36 • Distance Learning Development Trends .. .. .. 38 • Characteristics and Study Strategies of Distance Learners 41 • Instructional Concerns and Roles of Distance Learning Teachers and Supervisors .. .. .. .. .. 44 • Comparisons of Distance and Traditional Education: Empirical and Non-Empirical Findings .. .. .. 46 • Educational Contents and Learning Activities of a Curriculum .. .. .. .. .. .. .. 55 • Curriculum Evaluation .. .. .. .. .. 68 • Criteria for Teacher effectiveness .. .. .. .. 84 • Quality Assurance Emphasis and Teacher Education by the NTI .. .. .. .. .. .. .. 97 • Quality Assurance in Education through Examinations .. 105 THREE: THE STUDY SITE • State Boundaries and Political Divisions .. .. .. 114 • Educational Institutions .. .. .. .. .. 115 • Physical Features and Occupations .. .. .. 117 • People, Language, Culture and Social Conditions .. 120 • Map of Nigeria Showing States and State Capitals .. 123 v • Map of Akwa Ibom State Showing the 31 Local Government Areas .. .. .. .. .. .. 124 FOUR: RESEARCH METHOD • Design of the Study .. .. .. .. .. .. 125 • Research Population .. .. .. .. .. 125 • Sampling Technique and Sample .. .. .. .. 126 • Instrumentation .. .. .. .. .. .. 129 • Validation of the Instruments .. .. .. .. 132 • Administration of the Instruments .. .. .. .. 132 • Method of Data Analysis .. .. .. .. .. 134 FIVE: PRESENTATION AND ANALYSIS OF RESULTS • Analysis of Research Questions .. .. .. .. 136 5.1: Average (mean) Scores of Selected NTI Course Texts (Curriculum) on Known Criteria for a Good Curriculum .. .. .. .. .. .. 136 5.2A: % Analysis of NTIDL Students’ Perception of Their Learning Contexts and Study Strategies .. 138 5.2B: Analysis and Interpretation of Table 5.2A .. 140 5.3: Performance of NTIDL students in Four Core Subjects - English Language, Mathematics, Primary Science and Social Studies .. .. 142 5.4: Analysis of Course Tutors’ Opinions of the NTIDLS 147 5.5: Analysis of Classroom Behaviour of NTI-produced Teachers .. .. .. .. .. .. 148 5.6A: Analysis and Rank Order of Means of NTIDLS- produced and Non-NTIDLS-Produced Teachers 149 5.7A: Rank Order of Means ( 0) of Parents’ and Administrators’ Rating of Teaching .. .. 151 5.8: Percentage Analysis of the Frequency of Occurrence of Test Items in the 6-Cognitive Categories .. .. .. .. .. .. 153 • Analysis of Hypotheses .. .. .. .. .. 155 5.6B: An independent t-test Analysis of the difference between Effective Classroom Behaviours of NTIDLS-produced and Non-NTIDLS Produced Teachers .. .. .. .. .. .. 155 5.7B: Independent t-test Analysis of the Difference Between the Opinions of Parents and Administrators on Teaching Effectiveness of NTI-produced Teachers .. .. .. .. .. .. 157 • Summary of Findings .. .. .. .. .. 158 vi • A Conceptual Model showing the Connections between the Independent Variables and the Dependent Variable 162 SIX: SUMMARY, DISCUSSION AND CONCLUSION • Discussion of Findings .. .. .. .. .. 163 * Ratings of NTI Course Texts .. .. .. 163 * The Learning Contexts and Study Strategies of NTIDL-Students .. .. .. .. .. 166 * Students’ Performances in Four Core Subjects .. 172 * Course Tutors’ Rating of NTIDLS .. .. .. 177 * Classroom Behaviours of NTIDLS-produced Teachers .. .. .. .. .. .. 178 * Differences Between Teaching Behaviours of NTIDL-produced and Non-NTIDL-produced Teachers .. .. .. .. .. .. 181 * Differences in School Head-teachers’ and Parents’ Ratings of Teaching Behaviours of NTIDL-produced Teachers .. .. .. .. 185 * Quality Assurance through Examinations .. 188 • Conclusion .. .. .. .. .. .. .. 189 • Recommendations .. .. .. .. .. .. 191 • Suggestion for Further research .. .. .. .. 192 • Limitations of the Study .. .. .. .. .. 193 • Problems Encountered in the Study .. .. .. 195 REFERENCES .. .. .. .. .. .. .. .. 198 APPENDIX 1. Evaluation Scale for Curriculum Content Instrument (ESCC) .. .. .. .. .. .. .. 206 2. Learning Contexts, Study Strategies and Performance Questionnaire (LCSSAPQ) .. .. .. 207 3. Course Tutors’ Assessment of Distance Learning Questionnaire (COTADLQ) .. .. .. .. 212 4. Evaluation Scale for Teachers’ Effective Classroom Behaviour (ESTECB) Questionnaire .. .. .. 215 5. Administrators’ and Parents’ Evaluation of Teachers’ Effectiveness Questionnaire (APETEQ) .. 219 6. Names of Data Collectors/Collators .. .. .. 221 vii LIST OF TABLES Table: 4.1: Sampling distribution of Primary School Teachers, Administrators, Parents in the Study .. .. 127 5.1: Average (mean) Scores of Selected NTI Course Texts (Curriculum) on Known Criteria for a Good Curriculum .. .. .. .. .. .. .. 136 5.2A: % Analysis of NTIDL Students’ Perception of
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