EVALUATION OF CRS EDUCATION PROGRAMME IN ENUGU STATE COLLEGE OF EDUCATION

EVALUATION OF CRS EDUCATION PROGRAMME IN ENUGU STATE COLLEGE OF EDUCATION

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CHAPTER ONE

INTRODUCTION

Background of Study

Education is a conscious and purposeful effort directed towards the transmission of accumulated abilities, knowledge and attitudes from one generation to the other with ultimate intension of producing men and women who will be relevant and useful to themselves and the society. Education is a process by which individuals are assisted formally through proper direction and guidance to develop their capacities for their own benefits and that of the society (Okeke, 2003). Hence education positively changes the behaviour patterns of the citizens. Education is the total process of human learning by which knowledge is imparted, faculties trained and skills developed (Farrant 1980) especially formal education. Formal Education came into Nigeria with the arrival of missionaries. The missionaries trained personnel for evangelization and teaching catechism in addition to other religious doctrines in the church. According to Akuyimu (1991) this continued till the 19th century when formal institutions for the training of teachers were established in the country. Teacher education came into existence in 1959 by the Ashby commission. One major event in the development of teacher Education in Nigeria was the publication and subsequent implementation of the Ashby commission report. The commission observed that there was a gravely inadequate supply of trained and educated 2 teachers in Nigerian secondary grammar schools even when there was an increase in demand for more secondary grammar schools. The commission recommends the following; the opening of more universities; the institution of a Bachelor s Degree in Education B. A (Ed),  B.Sc (Ed) or B. Ed;  the training of more teachers for the nations secondary schools.

      Following the recommendation, two schemes of Teacher Education were introduced. One of these schemes was teacher certification programme which was established with the assistance of UNESCO. In 1962 the federal and the then Regional governments established Advanced Teacher Training Colleges (ATT) which was later changed to Colleges of Education (COE). The objectives of colleges of Education were to train teachers in various teaching subjects and methods to enable them teach in both primary and junior secondary schools. Later the National policy on education was first published in 1977 as a result of the 1969 National curriculum conference. The conference was a culmination of expression of general dissatisfaction with the existing education system which had become irrelevant to national needs and aspirations and goals. The objectives of colleges of education include the followings to:

 · produce highly motivated, conscientious and efficient classroom teachers for all levels of educational system.

 · encourage further the spirit of enquiry and creativity in teachers

 · help teaches to fit into the social life of the community and society and enhance their commitment to national objectives provide teachers with the intellectual and professional background adequate for their assignment and to make them adaptable to any changing situation not only in the life of their country but in the wider world.

 · enhance teacher s commitment to the teaching profession (NCCE, 2012).

 In line with these objectives students are trained to acquire the knowledge and skills needed because teacher education programme provides a framework in which students acquire potent knowledge about the subject matter.

Teacher education programme is the strategic optional system, for preparing and graduating teachers with the framework of an operative institutional or public policy on education, and in pursuit of the educational goals (Osah Ogulu 2000). According to Shuaibu (2006) the role teacher education programme plays in the educational system are as follows:

 · Preserves the system by selecting what to teach.

 · Evaluative of not only what is learnt but what has been considered worthwhile and how these have been taught.

 · Generative as the programme predicts the future and work out the skills and attitudes required to study.

 · Maintenance as the programme creates opportunity for retracing through in-service resulting to expansion of the education system.

Teacher education therefore is the training of individuals to equip them with necessary competencies and skills in a given subject area that will enable them teach same to students in schools

STATEMENT OF THE PROBLEM

 Christian religious study is one of the subjects mounted in colleges of education to meet the need of the learner and society. Considering its role in social and ethical development of any individual and society it is one of popular religious subject to so many students. Even though various instructional techniques have been adopted by teachers to improve student’s achievement in Christian religious study, very little impact in terms of improvement has been achieved. There are still persistent reports of the rate of mass failure in Christian religious study at the junior secondary school level and in examination conducted by testing bodies in Nigeria such as West Africa Examination Council (WAEC) and National Examination Council (NECO). These persistent reports of failure in Christian religious study have raised serious issue on the manpower produced by colleges of education who in turn are expected to lay a solid foundation for the pupil/students at the primary/junior secondary school. It is therefore pertinent to evaluation Christian religious study Education programme. An evaluation of Christian religious study education programme need to be focused on student s performance, availability/ adequacy of facilities, staff, instructional material in addition to the teaching methods adopted, admission requirements and its compliance to NCCE minimum standard. Programme evaluation of this nature is useful for programme improvement, decision- making, personnel 9 accountability and availability of facilities. Therefore the problem of the study is to determine to what extent the objectives of Christian religious study education programme in college of education in south geopolitical zone of Nigeria have been achieved.

PURPOSE OF THE STUDY

The purpose of the study is to evaluate Christian religious study Education programmes of colleges of Education in South East Nigeria. Specifically, the study intends to:

 1. Determine the extent to which the objectives of CRS  Education Programme of colleges of education are achieved by state and federal colleges.

2. Determine the number admitted by state and federal colleges of education using admission requirement specified by the NCCE minimum standard.

 3. Determine the number and qualification of staff for the implementation of the CRS education programme objectives as stipulated in the minimum standard by state and federal colleges of education.

 4. Determine the availability and adequacy of instructional materials facilities and equipment for effective teaching of CRS in state and federal colleges of education.

5. Determine the extent state and federal colleges of education adhere to the stipulated instructional methods for teaching CRS  education at NCE level.

 6. Determine classes of certificate NCE graduates of CRS education obtain in state and federal colleges of education.

7. Identify the problems that affect the implementation of NCE CRS  education  programmes in state and federal colleges of Education under study

SIGNIFICANCE OF THE STUDY

The significance of this study is viewed from both theoretical and practical perspectives. The theoretical significance of this study is anchored on Stufflebeam s Context, Input, Process and Product (CIPP) evaluation model. This is because these quality indicators will highlight the needed service delivery of Christian religious study education programme  in  Eastern  Nigeria in terms of the programme context, input, process and product. Practically, the study will be beneficial to the following; teachers, students and the administrators of Christian religious study education programme in colleges of education in South East Nigeria. The result will help the administration of the colleges to justify the extent resources are available for the programme. It will provide information on the availability and adequacy of instructional materials, facilities and equipment for effective teaching and learning of Christian religious study education. It will also reveal the extent the stipulated objectives of the programme are achieved which will help them to make modification where necessary

The findings of the study will help the Christian religious study education teachers in colleges of education to know the extent the objectives of the programmed have been achieved. The lecturers will as well be able to employ the best instructional approach in teaching Christian religious study education that will enhance teaching and learning.

 The students through this study will determine the extent the stipulated objectives of Christian religious study education programmed have been achieved and the need to work hard in attainment of the objectives. Secondly, the process of any modification by the lecturers and the administrators are for the betterment of teaching and learning.

SCOPE OF THE STUDY

The study was restricted to the evaluation of Christian religious study Education program in  college od Education(technical). The study evaluated NCE Christian religious study Education programme in the areas of context (Objectives of NCE Christian religious study Education programme); Input (lecturers qualification, admission requirement, instructional facilities; Process (teaching methods adopted) and Products (quality of graduates and rate of graduation).The study therefore made use of questionnaire and checklist to collect date from students and teachers.

RESEARCH QUESTIONS

The following research questions were posed to guide the conduct of the study;

1. To what extent are the objectives of NCE Christian religious study Education programme achieved by colleges of Education (technical), Enugu state?

 2. What is the number of students admitted into NCE Christian religious study programme by college of education (technical), enugu state  based on NCCE admission criteria.

 3. What are the number and qualification of staff for the implementation of the NCE Christian religious study education programme in state and federal colleges of education based on NCCE minimum standards?

 4. How adequate are the instructional facilities/ material available for teaching and learning of NCE Christian religious study in colleges of Education (technical), Enugu state?

5. To what extent do college of education,(technical), enugu state,  adhere to the stipulated instructional methods for teaching Christian religious study education at NCE level?

 6. What classes of certificate do NCE graduate of Christian religious study education obtain in colleges of Education(technical), Enugu state?

7. What are the problems that affect the implementation of NCE Christian religious study education programmes in colleges of Education(technical), Enugu state?

HYPOTHESES

 The following hypotheses were formulated to guide the study and were tested at 0.05 level of significance.

 HO1: The extent to which college of education (technical), enugu state  achieve the objectives of NCE Christian religious study Education programme does not differ significantly.

 HO2: The number and qualification of staff for the implementation of the NCE Christian religious study education programme in college of education (technical), enugu state based on NCCE minimum standards do not differ significantly.

 HO3: The extent to which college of education (technical), enugu state adhere to the stipulated instructional methods for teaching Christian religious study education at NCE level do not differ significantly.

 HO4: The classes of certificate NCE graduate of Christian religious study education obtain by college of education (technical), enugu state do not differ significantly.

 HO5: The problems that affect the implementation of NCE Christian religious study education programmes in college of education(technical), enugu state,  do not differ significantly


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