Teachers’ attitudes to work on learners’ study readiness in primary schools in odukpani local government area of cross river state, nigeria.

Abstract

The purpose of this study was to find out influence of teachers’ attitudes to work on learners’ study readiness in primary schools in Odukpani Local Government Area of Cross River State, Nigeria. Two research questions and two null hypotheses were posed and formulated respectively to guide the study. Ex-post-facto design was adopted for the study, purposive sampling technique was used to select 60 respondents (40 class teachers, 10 deputy head teachers and 10 head teachers) for the study. The instruments used for gathering data for this study were the Teachers’ Attitude to Work Questionnaire (TAWQ) and Learners’ Study Readiness Assessment Scale (LSRAS), which were arranged on a 4-point Likert Scale. The instrument was validated by one expert in educational Measurement and Evaluation in National Teachers’ Institute (Calabar Study Centre). All the hypotheses were tested with one-sample population t-test and one-way analysis of variance at .05 level of significance. The research findings revealed that: The levels of learners’ study readiness in terms of reading/note copying, concentration, time schedule and home work are all significantly higher than the expected level. Teachers’ attitude has significant influence on learners’ study readiness in schools. The teachers should help nurture in learners the capacity of using effective study readiness as a guarantee for maximum achievement as one of the recommendations.