INFLUENCE OF SCHOOL MANAGEMENT ON THE EXECUTION OF COMMERCE SYLLABUS IN SENIOR SECONDARY SCHOOLS IN NIGER STATE, NIGERIA

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INFLUENCE OF SCHOOL MANAGEMENT ON THE EXECUTION OF COMMERCE SYLLABUS IN SENIOR SECONDARY SCHOOLS IN NIGER STATE, NIGERIA  

ABSTRACT

This study investigated the influence of school supervision on the implementation of commerce curriculum in Senior Secondary Schools in Niger State, Nigeria. The researcher was motivated to embark on this study in view of the prevalent problems affecting effective implementation of commerce, ranging from lack of proper checking of the scheme of work and lesson notes in schools, irregularities of teachers in the classes, teachers‟ absenteeism, inadequate management of curriculum and instruction, lack of learner progress supervision by the instructional leaders. The problem also include low quality of student work and the quality of teaching and none organizing targeted opportunities for teachers to learn more about teaching strategies and methods. The study was conducted with five objectives in mind, which are to: assess the influence of school supervision on lesson plan preparation in commerce curriculum implementation, investigate the influence of school supervision on utilization of instructional methods in commerce curriculum implementation; determine the influence of school supervision on the use of instructional materials in the implementation of commerce curriculum; determine the influence of school supervision on teachers compliance with the keeping of continuous assessment records in commerce curriculum implementation; and identify the influence of school supervision on students keeping of workbook in commerce curriculum implementation process. Also, five corresponding research questions were raised while five null hypotheses were postulated. The study adopted descriptive survey research design. Out of the total of 50 instructional leaders, 2,342 female students and 1676 male students, a sample size of 10 inspectors, 10 Principals, 10 commerce teachers and 338 students offering commerce in Minna metropolis were used for the study. Data was collected through the use of a researcher designed questionnaire tagged Influence of school supervision on the implementation of commerce curriculum questionnaire (IOSSOTICCQ). The instrument was pilot tested and a reliability index of 0.86 was obtained. The analysis of the data collected was done using both descriptive and  inferential statistics. The non-parametric statistic of Kruscal-Wallis was used to determine the presence or absence of significant influence for the five null hypotheses. All the null hypotheses were tested at 0.05 alpha level of significance. Findings revealed among others that supervision has positive influence on lesson plan preparation for teaching commerce in public Senior Secondary Schools in Niger State. Supervision had no significant influence on the utilization of instructional methods in commerce curriculum implementation in public secondary schools in Niger State. Supervision significantly influenced on the use of Instructional materials by teachers of commerce in public Secondary Schools in Niger State. Supervision encouraged and enhances influence on the extent to which teachers comply with keeping of continuous assessment records in public Secondary Schools in Niger State. Supervision had no significant influence on students keeping of workbook in commerce curriculum implementation process in public Secondary Schools in Niger State.  Based on the findings from the study it was concluded that supervision had influence on  lesson plan preparation, utilization of instructional methods and instructional materials in commerce in Senior Secondary Schools in Niger State. Recommendations were made among others that Principals and Inspectors should be given more necessary orientation which would guide them the more in their positions as instructional supervisors thereby promoting quality lesson plan in public Senior Secondary Schools in Niger State. Workshops, seminars and in service training should be organized for the teachers on the use of arrays of instructional methods for effective curriculum implementation.

CHAPTER ONE

INTRODUCTION

 

1.1     Background to the Study

Education is an instrument par excellence and the means of developing human intellect, technical skills, character and effective citizenship for self-reliance and national development. This underscores the value being placed on quality and standards which encompasses quality learning, resource inputs, instructional process, teachers‟ capacities development, effective management, monitoring and evaluation, and quality learning outcome in secondary schools. Prior to the formulation of the National Policy for Education Quality Assurance in Nigeria in 2008, the process of monitoring the quality of education service delivery in schools was by external inspection commonly referred to as quality control by the Inspectorate Services Department of the Ministry of Education. The quality control mechanism basically involved the policing of schools by the Inspectors of Education to enforce compliance with government‟s policies with regard to such aspects of school‟s operations as staffing, curriculum delivery, infrastructure, management, corporate life, laboratory practical and library services being implemented.

The quest for quality improvement in education service delivery necessitated the application of quality system management standards in the education sector. Quality assurance, therefore, is one of the most critical tasks facing every nation‟s educational institution so that the societal demands for improved education service delivery would achieve the best learning outcomes that enhance the quality of life of the citizenry and a continuous process of best practices in the management and utilization of human and material resources, facilities, finance, and development of positive corporate culture and strategic supervision of teaching and learning activities for the realization of the set goals in schools (Ayeni, 2010). All these are required to ensure a complete well-rounded education and production of quality students and consistent improvement in secondary school system.

In recent time, education stakeholders have expressed their concern over the poor performance of students in the senior secondary school certificate examination (SSCE). While some blame the school administrators (principals) and the teachers others blame the students and the parents. The glaring downward trend on education achievement in senior secondary schools supervision

(internal or external) has become a veritable instrument for checking teachers‟ job performance (Suleiman, 2008).

The broad objectives of secondary education in Nigeria are: (one) preparation of students for useful living within the society; and (two) preparation of students for higher education. Specifically, the secondary school system is geared towards catering for the differences in talents, opportunities and future roles; provide trained manpower in the applied science, technology and commerce at sub-professional grades; develop and promote Nigerian languages, art and culture in the context of world‟s cultural heritage; inspire students with a desire for selfimprovement and achievement of excellence; foster national unity with an emphasis on the common ties that unite us in our diversity; raise a generation of people who can think for themselves, respect the views and feelings of others, respect the dignity of labour, appreciate those values specified under our broad national goals and live as good citizens; and provide technical knowledge and vocational skills necessary for agricultural, industrial, commercial and economic development (Federal Republic of Nigeria-FRN, 2009).

The objectives of secondary education make it clear that the future of the nation (Nigeria) depends quite considerably on the quality of education it provides for its citizens. The realization of these objectives hinges on quality of teachers, infrastructure and learning environment, resource inputs, teaching process, classroom management, academic assessment, principals‟ supervisory roles and students‟ commitment to learning (Ayeni, 2010). Secondary education is education children receive after primary education and before the tertiary stage (FRN, 2009:18). Secondary education in Nigeria started in the year 1859 when the CMS Grammar School, Lagos was established. The place of secondary school education in the country‟s educational system is of paramount importance. However, it appears that secondary schools are not living up to expectation in discharging their obligations. Omoregie (2005) lamented that the products of today‟s secondary system can either usefully live in the society or move into higher institution without their parents‟ aid or forgery.

Education cannot be an instrument par excellence for achieving national development where secondary education is not effectively managed to accomplish its aims and objective s. According to Ajayi (2002) and Omoregi (2005), secondary education in Nigeria is riddled with crises of various dimensions and magnitude all of which combine to suggest that the system is at the cross road. What is alarming is the rate and quality of products produced nowadays in secondary schools does not meet up with the societal demand in terms of quality. It appears that secondary education is bedevilled by a lot of challenges that are pulling down the system at a faster rate (Adamu, 2002).

Many countries across the globe have attempted to restructure their school supervision services to enhance educational quality. This desire for restructuring is stimulated and/or inspired by disappointment probably with the effectiveness of supervision and by the recent drift towards more school independence. Indeed, the ability of schools to use their greater autonomy effectively will depend to a large extent on the support services upon which they can rely on. While supervision may be essential to guide schools service delivery in decision-making and to monitor their use of resources.  The judicious use of resources is a fundamental principle that promotes quality in education. While the restructuring has been met with diverse success, their overall analysis allows us to gain deep insight into what can be achieved in a specific context (UNESCO, 2013).

According to Tucker and Pounder cited in Kalule and Bauchamina (2013), maintaining and nurturing quality instruction represent major trend in today‟s educational organizations and thus, calls for economic support and knowledge regarding the teaching and learning processes and effective teaching. According to Zepeda cited in Kalule and Bauchamina (2013), to develop professionally and successfully, teachers need many learning opportunities including reflection, dialogue and collaboration, particularly among their peers and with their internal supervisors. Effective school supervision provides relevant and continuous supports and encouragement in order to improve teachers‟ instructional practices. This could be achieved through the use of a differentiated supervision model.

That is why Bernard and Goodyear (2008: 1) said that Supervision is an intervention that is provided by a senior member of a profession to a junior member or members of that same profession. This relationship is evaluative, extends over time, and has the simultaneous purposes of enhancing the professional functioning of the junior member(s) monitoring the quality of professional services offered to the clients serving as a gatekeeper of those who are to enter the particular profession.

McCann and Gail Cited in Kalule and Bouchamma (2013) noted that to improve student learning outcome, teachers must improve their instructional practices. Reinforcing and improving their capabilities enable them to reflect on their own practice and knowledge level and strive to develop greater competency. Instructional supervision does not only improve decision-making skills but also improves student learning outcomes.

Supervision is paramount in education of any nation which enhance effective and efficient teaching and learning and also the sole duty of instructional leadership of any educational setting for quality teaching and good educational performance. The situation of low commitment to supervision in schools by Inspectors, Principals, Vice Principals and senior teachers over years are of great concern to educational administrators, parents, students, enlightened public and the government. Commerce is a branch of production which is concerned with distribution, exchange of goods and services and all activities which assist or facilitate trade, e.g. banking, insurance, transportation, communication, tourism etc. This is the background against which the researcher has decided to find out the influence of school supervision on the implementation of commerce curriculum in Senior Secondary Schools in Niger State, Nigeria.

1.2   Statement of the Problem

The instructional supervisory role of principals entails defining the school mission, managing the curriculum and instruction, supervising teaching, monitoring learners‟ progress and promoting instructional climate. One may like to ask, to what extent has supervision affected school system? And what is the effect on teaching-learning, use and application of instructional materials and the overall relationship with the curriculum implementation in commerce?

Implementation of subjects curricula in Nigeria secondary schools today is faced with prevalent problems ranging from recruitment of unqualified teachers to handle the subject, unconducive learning environment, inadequate learning facilities, poor package of salary, lack of proper checking of the scheme of work and lesson notes in schools, irregularities of teachers in the classes, teachers‟ absenteeism, inadequate management of curriculum and instruction, lack of learner progress supervision by the instructional leaders.  The problems also include low quality of students‟ work and the quality of teaching and none organizing targeted opportunities for teachers to learn more about teaching strategies and methods, policy threat, have no access to information on internet, and lack up dated libraries and standard workshops where practical delivery of instruction can be held. Furthermore, lack of regular feedback on students‟ performance, irregular electricity supply in secondary schools, poor road network poses threat to supervisors and vehicle to travel to various secondary schools to supervise implementation of curriculum.

Recently, Ayeni (2010) observed that engaging qualified hands to teach subjects, provision of infrastructure and a conducive learning environment, resource inputs, teaching process, classroom management, updated libraries and standard workshops, regular supply of electricity, electronic media and internet access should be available in all the teaching and learning arenas.

Also academic assessment, principals‟ supervisory roles and students‟ commitment to learning ensure effective and efficient implementation of school curriculum. Classroom visitation is one approach to the principal's supervision of instruction in his schools. Every school administrator at every level must keep in touch with what is being taught and how much is being learned, depend on, (and learn from) one another (collegiality and collaboration). It is obvious, that the position and importance of supervision in schools cannot be overemphasized, due to the historical antecedence of schools in the nation. No wonder, Adamu (2003) averred that poor motivation of teachers and improper principals‟ supervisory roles on teaching and learning lead to poor implementation of any curriculum which lead to poor achievement of students in the affected subjects.

Researcher‟s observation and interaction with some stakeholders in education and teachers revealed that curriculum implementation in public senior secondary schools in Niger State is faced with serious predicaments. Some of these problems as pointed out by stakeholders include poor remuneration, delay in poor salary payment, poor teaching and learning facilities, lack of motivation, teachers‟ commitment and absenteeism, inadequate instructional facilities, inspectors and teachers do not have regular capacity development of the staff concerned, the instructional leaders and students have access to information, poor methods of teaching, students‟ interest and teaching and learning supervision by the principals.

They further lamented that Commerce is one of the subjects affected the problem. Further interaction with some commerce teachers also revealed that the nib of these problems is lack of serious supervision of teaching and learning activities by the supervisors concerned. They also shared that lack of regular checking of lesson plans and notes, scheme of work and students‟ feedback is posing a serious threat to effective implementation of commerce curriculum in senior secondary schools in Niger State. This threat has also been translated to poor academic performance and lack of interest of students in commerce. It is against this background, that the researcher deemed it fit to investigate the influence of school supervision on commerce curriculum implementation in Niger State.

1.3   Objectives of the Study

The main objectives of this study are to:

  • assess the influence of school supervision on lesson plan preparation in commerce curriculum in public Senior Secondary Schools in Niger State;
  • investigate the influence of school supervision on utilization of instructional methods in commerce curriculums in public Senior Secondary Schools in Niger State;
  • determine the influence of school supervision on the use the of instructional materials by commerce teachers in public Senior Secondary Schools in Niger State;
  • determine the influence of school supervision on teachers compliance with the keeping of continuous assessment records in public Senior Secondary Schools in Niger State; and
  • identify the influence of school supervision on students keeping of workbook in commerce curriculum implementation process in public Senior Secondary Schools in Niger State.

1.4 Research Questions

The following research questions guided the conduct of this study:

  • What is the influence of school supervision on lesson plan preparation in commerce in public Senior Secondary Schools in Niger State?
  • What influence does school supervision have on utilization of instructional methods for implementing commerce curriculum in public Senior Secondary Schools in Niger State?
  • What influence does school supervision have on the use of instructional materials by commerce teachers in public Senior Secondary Schools in Niger State?
  • What influence does school supervision have on teachers‟ compliance with the keeping of continuous assessment records in public Senior Secondary Schools in Niger State?
  • What is the influence of school supervision on students keeping of workbook in commerce curriculum implementation process in public Senior Secondary Schools in Niger State?

1.5       Research Hypotheses

The following null hypotheses were formulated and tested for the study.

Ho1: School supervision has no significant influence on lesson plan preparation for teaching commerce in public Senior Secondary Schools in Niger State.

Ho2: School supervision has no significant influence on the utilization of instructional methods in commerce curriculum implementation in public Senior Secondary Schools in Niger

State.

Ho3: School supervision has no significant influence on the use of Instructional materials by teachers of commerce in public Senior Secondary Schools in Niger State.

Ho4: School supervision has no significant influence on the extent of teachers‟ compliance with keeping of continuous assessment records in public Senior Secondary Schools in Niger State.

Ho5: School supervision has no significant influence on students keeping of workbook in commerce curriculum implementation process in public Senior Schools in Niger State.

1.6     Significance of the Study

The findings of this study would be of great value and interest to the following:

Ministries of Education, Federal Ministry of Education, National Educational Research and Development Council, National Examination Council (NECO), West Africa Examination

Council (WAEC), Quality Assurance and Standard Officer and Supervisors or Inspectors,

Commerce teachers, Students of Business Education Department, Curriculum and Instruction Department, because its recommendation will proffer solutions to skill and methodological constraints of instructional school supervision in public secondary schools. In view of this, Instructional supervisors will improve their skills and techniques of supervision and supervisory styles for the benefit of the learner. The research findings will also be used by head teachers to formulate school-based supervision policies. The Ministry of Education will be guided on future formulation of policy guidelines aimed at enhancing instructional supervision.

The findings from this study will also help the Nigeria Education Research and Development Council (NERC) in deciding new developments and current issues in the field of Commerce curriculum as well as the ones to be expunged from the curriculum. The results will, therefore, benefit curriculum experts, reviewers, developers and implementers. This is because the discoveries made will contribute to the planning of new programmes and in deciding whether to expand, modify or discontinue with the existing programme or reformulate the programme. The outcome of this research will play a positive role for policy makers. When such result of this study reaches the policy makers, it will serve as important instrument to be taken into consideration in formulating educational policy meant for our educational development.

The result of this research will be useful to the government, since the Nigeria Educational

Research and Development Council is under the government‟s control. If the federal/state government implement the results of this study, effort will be made to ensure good effective implementation in terms of delivery of Commerce curriculum content at the Senior Secondary

School level of Education in Nigeria. The outcome of this research will be useful to National Board for Technical Education. It will suggest ways in which short-comings or lapses (if any) in the Commerce curriculum will be overcome. Therefore, it will facilitate smooth transition of Commerce graduates to fit in the labour market or labour world. It will also enable the students offering Commerce to compete with other Secondary school students outside the country.

The institutions will check-mate both the Head teachers and learners of various components that make up the acquisition of SSCE certificate in Minna metropolis and all the schools in Niger state. It depends on the problem which has to do with any of the components mentioned earlier. The management of these institutions shall look at the recommendations made at the end of the study to digest and implement areas which affected them in order to compete with similar institutions worldwide. Another organization which will benefit from the result of this study is the Federal Ministry of Education (MoE), Ministry of Education and Niger State Secondary Board being the highest policy-making body in education matter in the state and country.

The study will be of great importance to the commerce teachers of Senior Secondary Schools who are the key implementers of the curriculum by realizing their roles in ensuring the effective implementation of commerce curriculum. It will also provide empirical information on the pedagogical methods used by teachers that are relevant to the teaching and learning of Commerce Senior in Senor Secondary Schools.

Quality assurance officials involve in both internal and external (supervisors) will benefit greatly from this research work. The quality control officials who are responsible for ensuring the effective implementation of curriculum including that of Commerce will benefit from the data collected from the research. The findings of this work will therefore help them to improve on their assignments.

The Joint Consultative Committee (JCC) on Education will benefit from this study because the body consists of the Federal Minister of Education and the State Commissioners for Education. It will also assist the Joint Consultative Committee (JCC) on Education, which is composed of professional officers of the federal and state ministry of education in policy making. The study will greatly benefit  the curriculum planners and developers in finding the extent to which the commerce curriculum content is being implemented at Senior Secondary School levels and finally used as a guide for decision making on whether there is need to change, alter or innovate or improve upon the existing commerce curriculum content.

The study will be of great importance to the commerce teachers of Senior Secondary Schools who are the key implementers of the curriculum by realizing their roles in ensuring the effective implementation of commerce curriculum. It will also provide empirical information on the pedagogical methods used by teachers that are relevant to the teaching and learning of Commerce in Senior Secondary Schools.

This research will also be beneficial to parents who are stakeholders and joint partners, responsible for ensuring the effective implementation of the commerce curriculum.  Since the implementation is normally done in the classroom through the joint efforts of the teacher and the learners and those concerned. In this regard, those concerned are referred to as parents, school administrators, inspectors, supervisors, government itself and so forth. Thus, parents, as people that are highly concerned in ensuring the curriculum implementation will surely benefit from the findings of this research.

The findings of the study will provide useful information to the State‟s policy makers and school administrators on the influence of supervision on teaching and learning, and as such, will help them to make policies on the mode of supervision that will be more emphasized in the secondary schools setting in Niger State. The findings of the study will be useful to the school administrators and supervisors, since they will be properly acquainted with the techniques, qualities and principles of school-based supervision and how they can employ it to enhance effective teaching and learning at secondary schools in Minna metropolis. Teachers will also benefit from the findings of the study since school-based supervision is designed to stimulate growth and help them to help themselves on their job performance. They will be sensitized on the skilful application of instructional materials, teaching methods, techniques of classrooms management, strategies of effective evaluation and see beyond their present performance. The students will also benefit from the study, since supervision of school personnel and instruction is geared towards the improvement of the amount and quality of learning by the students.

1.7       Scope of the study

The study is on the influence of school supervision on the implementation of commerce curriculum in Senior Secondary Schools in Niger State, Nigeria. The study is confined to Bosso and Chanchaga Local Government Areas of Minna metropolis in Niger State, Nigeria. The target population of the study included the inspectors, principals, teachers as well as students offering commerce in public Senior Secondary Schools in Minna metropolis. The study is also delimited to influence of school supervision on the implementation of commerce curriculum in Senior Secondary Schools. The researcher delimited the study to students offering commerce in Senior Secondary School class II (SSII) in Minna metropolis. The research was concerned with the extent to which commerce curriculum was being implemented, the methods used by teachers in commerce curriculum implementation, roles of commerce teachers in the use of instructional materials in the implementation of commerce curriculum, and the supervisory roles of quality assurance officials in ensuring curriculum implementation. The study covered lesson plan in commerce, supervision on utilization of methods, in commerce, utilization of instructional materials in commerce, compliance with keeping continuous assessment records, and supervision on students keeping of workbook in commerce curriculum implementation process in Senior Secondary Schools in Niger State.

INFLUENCE OF SCHOOL MANAGEMENT ON THE EXECUTION OF COMMERCE SYLLABUS IN SENIOR SECONDARY SCHOOLS IN NIGER STATE, NIGERIA  

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