Principal Management Styles and Instructional Materials as Determinants of Academic Achievements in Civic Education among Secondary School Students in Oyo State, Nigeria
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Date
2024-12
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Lead City University, Ibadan
Abstract
This study investigated Principal’s Management Styles and Instructional Materials as determinants of academic achievements in civic education among Public Secondary School Students in Oyo State. The research was purposely carried out to investigate the cause for student’s failure in civic education at secondary school level. The gap was the dearth of study on joint influence of Principal’s Management Styles and Instructional Materials on academic achievements in civic education. Different types of leadership styles were measured as well as availability and utilization of instructional materials. The transformational leadership theory, social learning theory and self-determination theory were theories used to guide the study. The research considered the variable scope of the study- independent variables (Principal Management Styles and Instructional materials) and dependent variables (Student academic achievement in civic education). Three research questions and two hypotheses were formulated. Descriptive survey research was adopted. Population of the study comprised 625 principals, 1250 civic teachers, and 1,656 civic education students in all secondary schools in Oyo State. The sample size used are systematic sampling technique and enumeration technique (33 local governments, 276 schools, 276 principals, 552 civic
education teachers, and 1,656 civic education students. Two self-constructed questionnaires- Principals’ Management Styles Questionnaire and Instructional Materials Questionnaire with Student Academic Achievement in Civic Education Test were used. Data collected were analysed using descriptive and inferential. Results showed that autocratic style ( ? = 4.69), democratic style ( ? = 4.36) and Laissez-fair style ( ? = 4.34) are good; availability and utilization of instructional materials in civic education ( ? = 3.28) is moderate. Results showed low level of students’ academic achievement in civic education (13.63% Very low, 27.19% Low, 28.47% Good, 29.1% Very Good). However, Autocratic Style (Beta = - 1.667; t = - 7.525), Democratic Style (Beta = 2.563; t = 6.667), Laissez-faire Style (Beta = 1.045; t = 3.036) and alignment with learning objectives of instructional materials (Beta = - 1.218; t = - 4.095), engagement and interactivity (Beta = - 0.913; t = - 2.497) clarify and organization (Beta = 0.614; t = 4.178) had significant negative determinant on students’ academic achievement in civic education. The study revealed that Autocratic style negatively impacted academic achievement. Democratic style positively influenced academic achievement. Laissez-faire style had a positive, though lesser, impact. Instructional materials alignment with learning objective, engagement, interactivity, clarity, and organization significantly affected academic achievement. The results also showed that majority of the school
principals and teachers are well advanced in age, experienced, married and have basic required bachelor’s degree. It was concluded that Oyo State public secondary schools are managed by more female principals. Availability and utilization of instructional materials reveal both strengths and areas for improvement. On students’ academic achievements, a notable proportion falls within the “Very low” categories. It was recommended among others that principals showed enhance management styles and instructional materials utilization and enhance their management styles to improve student academic achievement in civic education. The findings of this study had also provided useful information that could be used by the government and ministry of education.
Keywords: Principals' Management Styles, Instructional Materials, Student Academic Achievement, Alignment with Learning Objectives.
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Keywords
Principals' Management Styles, Instructional Materials, Student Academic Achievement, Alignment with Learning Objectives.
Citation
Kate Turabia