Saturday, 15 August 2015

Teacher Attitude towards Teaching Aids and their Students

The teacher, some finds it difficult to carry out or present the instructional materials or the teaching aids to their students in teaching and learning process because the time they put in their various businesses is more than the houses they
spend in carrying out their lesson notes. One of the most important factor which affects the implementation of a programme is the teacher’s attitude towards the teaching aids and also teaching skills, that can fascinate the areas of the students and they should be well presented to the teacher. Teacher should also try to organize well conducive environment for learning and also presenting of teaching aids or materials.
When learning/teaching are practically done the teacher should also ensure or present different kinds of teaching skills for the motivation of students. If the teacher cannot do what is illustrated above, the teacher will be mopping when presenting them and they will be frustrated and the student will dislike the teacher through the way he/she presents its lesson note to the students.
Generally, instructional materials are used to perform a more permanent and effective teaching by facilitating learning in teaching – learning process.
Oguntade (2000) defined attitude as the effective disposition of a person or group of persons to display an action towards an object based on the belief that such a person or group of persons has about the object.
The attitude of a person towards an object tends to influence the behaviour of that person towards that object. Therefore, it will be right to say that the attitude of the teachers towards teaching materials will influence his/her disposition towards learning.
Attitude towards a concept greatly affects achievement as revealed in Okpala, (1988), Abe, (1995) and Olagunji (1996).
Odebunmi and Balogun (1985), Emina (1986) asserted that a person would generally perform better in any task which he/she is favourably disposed. It follows that a student’s attitude may be a particular of his/her performance in mathematics only if there are good and sufficient materials to enhance learning.
Odogwu (2002) maintained that positive attitude will lead to persistence and better achievement in a study. Ogedokun (2002) discovered a significant relationship between students/teachers attitude and school academic performance. He therefore suggested that if teacher’s attitude can be changed, it could bring about an improvement in their performance in the science subjects. By extension a positive attitude will bring about improvement in the learning outcome in mathematics only if there are better facilities to enhance learning.
Amoo and Efunbago (2004) opined that attitude plays a major role in the comprehensibility of mathematical concepts. Bolaji (1996) equally found out that attitude influence how well teachers adjust and how they behave towards mathematics and materials in teaching of the concept.
Goodman (1989) established that there are links between pupil’s performance and teaches effectiveness and between performance and classroom atmosphere.
Odili (2006) sees the teaching of mathematics as a means of enhancing learning with the aid of mathematics laboratory and asserted that mathematics laboratory as a resource centre for the learning of mathematics, consists of a specifically equipped room in the building where mathematics classes meet on a regular basis or a corner of the regular classroom with tables and equipments of a collection of teaching aids equipment, but they agree in spirit and intent.

Odili (2006) recommends that every school should have a mathematics laboratory as its grass root in order to make mathematics learning exciting, interesting and meaningful for students. 

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