Classroom Mentoring And Pupils’ Academic Performance In Basic Science In Primary Schools
ABSTRACT
This study investigates the Classroom Mentoring and Pupils Academic Performance in Basic Science in Primary Schools in Ikot Ekpene Local Government Area. The population for the study consisted of all Public Primary Schools numbering two thousand, eight hundred and seventy four (2,874) with Upper Basic Five (5) pupils in Ikot Ekpene Local Government Area. Two hundred and thirteen (213) pupils were selected from five (5) Primary Schools to form a sample size through a simple random sampling technique. The design used was quasi-experimental method. Two research questions and two hypotheses were formulated to guide the study. The instrument used for the study was Basic Science Achievement Test (BSAT) for data collection. The data collected were analyzed using independent t-test. The findings reveal that, there is significant influence of peer group mentoring and pupils academic performance in Basic Science Also, pupils taught with formal mentoring and those taught with informal mentoring show positive attitude in classroom more than their counterpart whose mentorship is not used. It was recommended that, Seminars and workshop should be organized to educate teachers on the use of classroom mentoring, Basic Science teachers should use adult mentoring method of instruction in primary schools to enhance the academic performance of pupils and Government agencies whose responsibility is to design and revise the curriculum for both primary/ secondary schools should incorporate the use of peer group mentoring in teaching Basic science.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Increasing the number of classroom pupils who graduate and prepare for participation in the workforce and civil society will require a redoubling of efforts to improve school–going and completion rates for pupils traditionally, underrepresented by higher education- individuals from low-income backgrounds and young people of colour, who currently earn degrees at much lower rates than other groups (NCES 2010; Mortenson 2009). Given the urgent need to increase the success of underrepresented pupils in classroom, individuals from classroom access programs, youth development organizations, and advocacy groups, along with K–12 and higher education leaders, have an important role to play. Practitioners from classroom mentoring program and youth development organizations bring to bear a nuanced understanding of the academic and social supports that enable students at all levels to succeed in high school and college Coles (2009).
Mentoring is a valuable strategy to provide Pupils and students with the emotional and instrumental support pupils need to achieve the goal of a classroom. By providing information, guidance, and encouragement, mentors can play an important role in nurturing pupils’ classroom aspirations, helping them prepare for classroom and, advising them on how to make successful transitions from high school to their first year on school compound. In addition, mentoring Pupils in classroom helps Pupils to feel more connected and engaged on school activities, which can ultimately improve student outcomes.
Classroom Mentoring And Pupils’ Academic Performance In Basic Science In Primary Schools
The prevalence and positive impact of mentoring has generated a large body of social science research on its various dimensions. This brief distills and synthesizes scholarly research specifically as it pertains to the role of mentoring to promote classroom access and success, with an emphasis on implications for practitioners. It strives to serve as a tangible resource for practitioners seeking to ensure that their efforts—are based in research and targeted in ways that will produce the most positive outcomes for pupils. Pupils —particularly given limited program resources. Because of the prevalence of mentoring in various settings and the wide range of issues mentors address, scholars have struggled to develop a common definition of the term.
Mentors also help pupils and students cope with challenges such as absentee parents, an unstable home situation, or lack of familiarity with the world outside their immediate community. By contrast, mentoring for pupils in classroom is directed toward helping them feel connected to the classroom/community to improved pupils outcomes. Mentoring relationships thus involve the provision of career, social, and emotional support in a safe setting for self-exploration that results in positive academic and personal outcomes for pupils. Mentors provide Pupils with important information about classrooms preparatory courses, financial aid and the schools admissions. High school pupils in the classroom-based Sponsor-a- Scholar mentoring and scholarship program to improved their grades and enrolled in classroom at significant higher rates compared with similar pupils who did not. Those pupils in the classroom who had less family support, lower GPAs and low motivation improved the most.
Similarly, pupils participating in Primary school classroom access program in Ikot Ekpene Local Government Area that includes a mentoring component and who received longer, more consistent mentoring had a clearer understanding of classroom and classroom planning than those pupils who had shorter, less satisfying relationships with mentors.
1.2 Statement of the Problem
It behooves on educational instructors cum teachers to mentor the pupils on how best to learn Basic Sciences naming Primary School pupils. If this all important issue is treated with levity, the pupils are bound to perform poorly in class or fail abysmally in the subject. That is, to say that if the idea of classroom mentoring is neglected; it would have an untold effect on the overall Pupil’s performance.
As stated earlier, if Pupils are not mentored effectively and timely too; Pupils learning and academic performance would be hampered their interest and passion for learning would be parochial. However, mentoring should be done by educators and instructors.
Classroom Mentoring And Pupils’ Academic Performance In Basic Science In Primary Schools
This is so important that it imbued in the learner a high spirit of learning and co-operation in class. It is so important to mentor the Pupils in classroom so as to bring out the real interest and passion of the Pupil while learning in class. It also makes the work of the instructor less cumbersome. All in all, how pupils learn Basic Science effectively in class forms part of the issue to be resolved in this research work.
1.3 Purpose of the Study.
The main purpose of the study is to determine the classroom mentoring and pupils’ academic performance in Basic science in Primary Schools in Ikot Ekpene Local Government Area. Specifically the study intends to:
- To examine the influence of peer group mentoring on pupils’ academic performance in Basic Science in Ikot Ekpene Local Government Area..
- To determine the different performance taught Basic Science with formal and informal mentoring.
1.4 Significance of the Study
The Nigerian education system is progressively becoming more and more complex. But the catalogue of sources shows that Nigerian, primary schools is over congested and thereby leads to a decline in the teaching and learning of Basic Science. Based on this, the research work contains the researcher’s contributions that would be of help and useful to education policy makers and planners, Ministry of education, school administrators and management, guidance counselors in primary schools towards helping pupils toward improving the quality of facilities in the education system. Apart from the above, the research will provide valuable information on the influence of different interacting factors on the effects of classroom mentoring in the teaching and learning of Basics science among primary pupils’. The content of the study will also serve as resource materials to others who want to carry out further research on the topic in another study area.
1.5 Research Hypotheses
- There is no significant influence of peer group mentoring and pupils academic performance in Basic Science.
- There is no significant different in performance between pupils taught with formal and those taught with informal mentoring.