DATA ANALYSIS OF TEACHING AND LEARNING IN SECONDARY SCHOOLS | UNIVERSITIES

CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS

Presentation of Data

The presentation of data is based on the responses gotten from the questionnaires distributed and collected from teachers of Onicha Local Government Area.

Research Question 1

Instructional materials in teaching influences cognitive performance of secondary school students?

Response	Frequency	Percentage
Strongly agree	40	33.33
Agree	44	36.67
Disagree	10	8.33
Strongly Disagree	26	21.67
Total	120	100

Source: Fieldwork

            From the results above, at shows that the greater percentage of the respondents (36.67%) submitted to the fact that instructional material influences cognitive performance of secondary school students.

Research question 2:

Instructional materials in teaching influence students affective performance.

Table 2: response on how instructional material influence students affective performance

Response	Frequency	Percentage
Strongly agree	35	29.17
Agree	40	33.33
Disagree	25	20.83
Strongly Disagree	20	16.67
Total	120	100

Source: fieldwork

            In response to the question above, 35(29.17%) respondents in teaching influence students affective performance, 40 (33.33%) agreed, 25 (20.83%) disagreed while 20 (16.67%) strongly disagreed that instructional materials in teaching influence students affective performance.

            From the result above, it shows that the greater percentage (33.33%) submitted to the fact that instructional material influences students affective performance.

Research Question 3

            The use of instructional materials in teaching influences students psychomotor performance?

Table 3: response on how instructional material in teaching influences students psychomotor performance.

Response	Frequency	Percentage
Strongly agree	46	38.33
Agree	21	17.50
Disagree	31	25.83
Strongly Disagree	22	18.33
Total	120	100

Source: fieldwork

The table above shows that 46(38.33%) of the total respondents strongly agreed that instructional material influences students psychomotor performance. 21(17.5%) agreed, 31(25.83%) disagreed and  2 (18.33%) strongly disagreed.

            From the result above, it shows that the greater percentage (38.33%) submitted to the fact that instructional material influences students psychomotor performance.

RESEARCH QUESTION 4

            How does the use of instructional materials in teaching and learning influence teacher classroom performance?

Table 4: Response on how instructional material influence teachers classroom performance.

Response	Frequency	Percentage
Strongly agree	43	35.83
Agree	42	35.00
Disagree	20	16.67
Strongly Disagree	15	12.50
Total	120	100

Source: fieldwork

            The above table shows that 43(35.83%) of the respondents strongly Agree that instructional material influences teachers classroom performance. 42(35.00%) agreed 20 (16.67%) disagree and 15(12.50%) strongly disagreed.

            From the result above, it shows that the greater percentage (35.83%) submitted to the fact that instructional materials influences teachers classroom performance.

Test of Hypotheses

            The hypotheses in this work will be tested with chi-square(X²) which makes use of decision rule. Decision rule states that when degree of freedom or critical value is greater or less than calculated value, then null hypothesis is accepted or rejected respectively.

HYPOTHESIS I

H₀:      Instructional materials in secondary schools cognitive performance on students.

H₁:      Instructional materials in secondary schools have cognitive performance on students.

            This hypothesis was tested with respect to table I of the questionnaire distribution which states as follows, “How does the use of instructional materials in teaching and leaving influence cognitive performance of secondary school students” the statistical tool used was the chi-square(x²) using the contingency table previously calculated through the use of simple percentage.

The formula for chi-square (X²) is given as

X²        =          ∑(0-E)²

                             E

Where

X²        =          chi-square

∑         =          Summation

O         =          Observed frequency

E          =          Expected frequency

Response	Frequency	Percentage
Strongly agree	40	33.33
Agree	44	36.67
Disagree	10	8.33
Strongly Disagree	26	21.67
Total	120	100

To re-state the hypothesis:

H₀:      Instructional materials in secondary schools does not have cognitive performance on students.

H₁:      Instructional materials in secondary schools have cognitive performance on students.

Expected frequency =          120/ 4             =          30.0

                                                           

Chi-square computation

Option(0)	Expected freq(E)	O-E	(O-E)2	(O-E)2     E
40	30.00	10	100	3.33
44	30.00	-4	196	6.53
10	30.00	-20	400	13.33
26	30.00	-4	10	0.53
TOTAL	120			23.72

Therefore, calculated chi-square value = 23.72

To compute the degree of freedom (DF) or critical value Df    =          (R-1)   (C-1)

Where            R         =          Number of rows which is 4

                        C         =          Number of columns which is 2.

:. D
F                            =          (4-1)  (2-1)

                                                   (3)    (1)      

=          3  x  1             =          3

Degree of freedom   =          3

The researcher assumed 95% level of confidence and 5% level of significance. At 95% level of confidence and 5% level of significance, the degree of freedom of at 3 = 7.815 which is 7.82 approximately.

Decision Rule

Of the calculated chi-square(x²) value is greater than the critical value, that is , degree of freedom at 3, the null hypothesis is rejected while the alternative hypothesis is accepted and vice-versa.

 Conclusion

            From the above computation, source the calculated chi-square(X²) value 23.72 is greater than the chi-square tabulated, the null hypothesis is hereby rejected and the alternative hypothesis accepted since the calculated frequency value (X²23.72) is greater than the critical or tabulated value of 7.82.

            The researcher conclude that instructional materials in secondary schools have cognitive performance on students.

HYPOTHESIS II:

H₀:      Instructional materials on secondary schools does not have effect on teacher’s classroom performance.

H₁:      Instructional materials on secondary schools have effect on teacher’s classroom performance.

This hypothesis was tested with respect to table  of the questionnaire distribution which states, How does the use of instructional materials in teaching and learning influence teacher’s classroom performance. The statistical tool used was the chi-square(X²) using the contingency table previously calculated through the use of simple percentage.

            The formula for chi-square(x²) is given as

                                    E

Where

X²          ₌           chi-square

∑         =          summation

O         =          Observed frequency

E          =          Expected frequency

Congruency  table

Response	frequency	Percentage
Strongly agree	43	35.83
Agree	42	35.00
Disagree	20	16.67
Strongly disagree	15	12.50
Total	120	100

To restate the hypothesis

Ho: Instructional materials on secondary schools does not have effect on teachers classroom performance

Hl: Instructional materials on secondary schools have effect on teachers classroom performance.

                                                  4        =         30

Chi-square computation

Option (o)	Expected freq (E)	O-E	(O-E)2	(O-E)2/E
43	30	13	169	5. 63
42	30	12	144	4, 80
20	30	-10	100	3. 33
15	30	-15	225	7. 50
Total				21. 26

Therefore, the calculated chi-square value = 21.26, to compute the degree of freedom (DF) or critical value,

Df        =          (R-1) (c-1)

Where,

R         =          Number of rows which is 4,

C         =          Number of columns which is 2

:. DF    =          (4-1)  (2-1)

                        < /span> (3)          (1)

=          3  x  1  =  3,  df  =  3.

Decision Rule

If the calculated chi-square (x²) value is greater then the critical value, that is, degree of freedom at 3, the null hypothesis is rejected while the alternative hypothesis is accepted and vice versa.

Conclusion

From the above computation, since the calculated chi-square(x²) value 21.26 is greater than the tabulated 7.82, the hull hypothesis is hereby rejected and the alternative hypothesis accepted, therefore, instructional materials on secondary school students have effect on teachers classroom performance.