TEACHER’S PERCEPTION OF LESSON NOTE AS A TEACHING

PEDAGOGY IN ENGLISH LANGUAGE IN SELECTED SECONDARY

SCHOOLS IN ATIBA LOCAL GOVERNMENT AREA OF OYO STATE

BY

ADEDOKUN ESTHER ADEYEMI

EKSU/OYO/17/0537

A PROJECT SUBMITTED TO THE DEPARTMENT OF

EDUCATION/ENGLISH, FACULTY OF EDUCATION, EKITI STATE
UNIVERSITY, ADO-EKITI, NIGERIA

IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE

AWARD OF BACHELOR DEGREE, (B.ED) IN EDUCATION/ENGLISH

NOVEMBER, 2022

1
 CERTIFICATION

This is to certify that this project was carried out by Adedokun Esther

Adeyemi with Matriculation number EKSU/OYO/17/0537 of the department of

English Language, Faculty of Education Ekiti state university, Ado Ekiti, under

my supervision.

MR J. A, OLOWONMI ______________________
PROJECT SUPERVISOR SIGNATURE AND DATE

MR. J.A OLOWONMI ______________________

CORDINATOR SIGNATURE AND DATE

2
 DEDICATION

I dedicate this work to God Almighty, the most merciful, who saw me
through during my course of study. I also dedicate to myself, my late parents (Mr.
and Mrs. Adedokun, B.A.) and to Mrs. Adedokun, L.O., who brought me up and
has always being my supporter and backbone.

3
 ACKNOWLEDGEMENT

Glory and praise be to God, the most merciful for giving me the strength and
wisdom to complete this project successfully. Without him, I would not have
attained this height.

My sincere gratitude goes to my Mummy, Mrs. Adedokun, L.O. for always

being there for me. She's a mother in deed. I pray you live long to eat the fruit of
your labor (Amen).

My gratitude goes to my Supervisor, Mr. Olowonmi, J.A. for his kindness

and patience to read, correct, guide and advice me for the successful completion of
this project. His fatherly approach to the research work demonstrated that he is a
role model to follow.

My appreciation also goes to my siblings (Adedokun Comfort Yetunde and

Adedokun Simon Olumuyiwa). Thanks for supporting me financially and thanks
for your advises, without them this journey won't be a success.

My gratitude also goes to Mr. and Mrs. Ojekunle, Mr and Mrs Oyelowo and
My lovely kidsister Alade Oluwasayo, for their support.

I cannot but also appreciate my friends, Ojobaba Israel, Adejumobi

Morounfade, Akindele Opeyemi, Ogundeji Temitope, Babatunde Victory,
Oladokun Doyin, Adetunji Dotun, Bankole Blessing, Oluwatoyin Abiola, Olayanju
Beatrice and many other people whose name might not appear here for their great
supports. Thank you All. May God Almighty reward you in Jesus name(Amen) I
love you all.

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 ABSTRACT
Lesson note/plan is considered to be one of the most important teaching tool among
curriculum planers though most teachers agreed with its usefulness as an award
for orderly presentation of lesson, and other activities in class, yet evidence of
teachers not complying with preparing lesson plan before they g to class is very
rampant. In the light of this, the study investigated Nigerian teachers perception of
lesson plan in the teaching and learning of English Language. The study focused on
selected secondary schools in Atiba local Government Area of Oyo State as target
of population. The instrument used in this study was structured questionnaire with
options: strongly agreed, agreed, disagreed and strongly disagreed. Frequency
counts and percentages were used to analyze the data. The findings showed that the
perception of teachers are positive about the preparation of lesson not or lesson
plan. Also, it was concluded that time management is one of the important things in
planning the lesson, whether on the daily or quarterly level, as it helps the teachers
to clarify the lesson step by step, distributes its sections in a sequential manner and
give each lesson its right in the specified and sufficient time for it as well as
forming a meta-analysis of what the materials contains and the time it needs. From
the study it was recommended among other things that the school authority should
provide adequate planning and construct in order to avoid mistakes and to make
corrections where needed, also the school quality assurers should help those
teachers who struggles to implement their lesson plan and those who do not see the
value of teaching aids in classroom management, through internal capacity
building programmes at the school level, senior teachers in the school must share
and provide seminars or workshops for teacher who are unable to implement their
lesson plan.

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 TABLE OF CONTENT
Title page i
Certification ii
Dedication iii
Acknowledgement iv
Abstract vi
Table of content vii
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study 1
1.2 Statement of the Problem 3
1.3 Purpose of the Study 4
1.4 Significance of the Study 4
1.5 Research Questions 5
1.6 Scope of the Study 5
1.7 Limitation of the Study 5
1.8 Definition of Terms 6
CHAPTER TWO
LITERATURE REVIEW

2.1 The Teacher and its Teaching Profession 7

2.2 Lesson Note and its Components 8
2.3 Lesson Preparation and Teaching Activities 11
2.4 Attitude of English Language Teachers to Lesson Note

Writing at the Junior Primary School Level 12

2.5 Approaches to lesson planning 14

2.6 The four stages of lesson planning (FSLP) strategy 15
2.7 Benefit of Lesson plan/Note to the teaching and learning

of English Language 17

CHAPTER THREE
METHODOLOGY

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3.0 Research Methodology 21
3.1 Research Design 21
3.2 Population of the Study 21
3.3 Sample and Sampling Techniques 22
3.4 Research Instrument 22
3.5 Validity and Reliability of the Instrument 23
3.6 Reliability of the instrument 23
3.7 Administration of instrument 23
3.8 Method of data Analysis 24
CHAPTER FOUR
DATA ANALYSIS RESULTS

4.1 Demographic Information 25

4.2 Discussion of findings 34

CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Summary 36
5.2 Conclusion 37
5.3 Recommendation 38
References 39
Appendix 42
CHAPTER ONE
1.0 INTRODUCTION
1.1 Background to the Study
The role of English Language in the present day society cannot be over

emphasized. English Language is an important subject in the curriculum of

Nigerian schools, be it primary, secondary or tertiary institution of learning.

English Language is the medium of instruction in Nigerian schools. In

addition, English Language is regarded as the official language in Nigeria. It is

7
used for conducting the business of government and parastatals. During the colonial

era, English language was adopted as a means of communications.

Bamigbose (2011) analyzed the importance of English language as the most

important heritage left behind in Nigeria by the British administration. He stated

further the use of English language was most noticeable in the field of education.

English is also the language of trade, commerce and industry and the judiciary.

Teaching, from its inception, has always been accorded the level of high planning

and organization. It is when teaching is systematic, logical and straight forward that

learning take place, but for the achievement of the above stated fact, it is discovered

that some factors should be considered and examined. It is the right application and

implementation of these facts that results in to what is usually regarded as ‘’full and

complete education’’.

Teachers are expected to be organized, informative and logical in their presentation

of lesson. This is because topics in science works are structured that presenting the

lesson in step-by-step method will engender easy understanding for the learners.

The process organizing what to teach, how to teach it, what teaching resources to

be used in teaching it all fall within pedagogy in curriculum study.

Panasuk and Todd (2015) define lesson planning as a systematic

development of instructional requirements, arrangements, conditions, and materials

and activities, as well as testing and evaluation of teaching and learning. To teach

successfully, the teacher must begin to plan days, weeks, or even months ahead of

the time for teaching the lesson. These plans vary widely in the style and degree of

specificity. Some teachers prefer to construct elaborate detailed lesson plans while

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others construct a sketchy form of lesson plan. In whatever way it may be written,

it should be designed in such a way that it contains adequate information for the

teacher to remind him of all the aspects that must be treated in any lesson. When

lesson plan is transcribed into a note-book it becomes a lesson note. (NTI 2006).

According to Farrell (2012)who defined a lesson plan as “a unit in which it

is a sequence of correlated lessons around a particular theme or it can be specified

as a systematic record of a teacher’s thoughts about what will be covered during a

lesson”(p. 30).

A lesson note is the largest stage of lesson preparation. It provides

programme for the lesson and usually short and the teacher is able to read it at a

glance. A lesson note may be regarded as the framework of the activities of the

teacher and the pupils during the lesson.

The above situation has prompted the researcher to take on this topic. It is

hoped that at the end of research the problems would have been isolated, identified,

caged alleviated if not totally destroy through the suggestions and

recommendations that would have been garnered through the research process.

Schools in Atiba local government area have been offering English language

since the establishment of schools in this area. The question now is what has been

the influence of lesson note on the subject? What are the attitudes of the teachers of

English language to lesson notes writing in school in Atiba Local Government Area

of Oyo State.

1.2 Statement of the Problem

Lesson note is seen as the largest stage of lesson preparation. It provides

programme for the lesson and usually short and precise for the teacher to be able to
9
read at a glance. The problems identify within are the lack of proper lesson plan,

lack of adequate method of teaching and most of all is the lack of pedagogical

content knowledge which is as a result of poor teaching apparatus by the teachers

and this affects the schools standard and students performance with he identify

problems above. The research tool interest in trying to solve problems and also to

provide possible solutions to them.

1.3 Purpose of the Study

The purpose of this study therefore, is to examine teachers perception of

lesson note as a teaching pedagogy in English Language. Attempt will also be made

to make some recommendations on how the performance can be improved in

teaching and learning process.

1.4 Significance of the Study

The ultimate study has a great impact on the learning and teaching process,

this research will be of great benefits to the English language teachers to improving

the teaching and learning of the subject. It is also hoped that this research work will

give teachers of English language a greater insight into the influence of lesson note

on pupils in English such as home background, mother tongue, teacher factor and

location of schools.

Finally, curriculum planners and educational administrators will also benefits

from this study. They will be able to identify the need to employed qualified

teachers and provide the schools with learning facilities.

1.5 Research Questions

The following research questions were formulated to guide the study;

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 1. In what ways does teachers attitude to lesson plan affect their lesson

delivery in English Language?

2. Does lesson plan have impact on teaching and learning process?

3. How does teachers perceive lesson plan in English Language teaching?

1.6 Scope of the Study

The researcher aims at examining teachers perception of lesson note as a

teaching pedagogy in English Language teachers in selected secondary schools

Atiba local Government Area of Oyo State. Certain schools will serve as case study

for this research work. The schools are:

1. Commercial Grammar School, Sabo

2. Community Grammar School, Oke-olola
3. Alaafin High School, Agunpopo
4. Isale Oyo Commercial School, Oroki
5. Oranyan Grammar School, Sabo

1.7 Limitation of the Study

This research work is limited to five selected primary schools in Atiba Local

Government Area of Oyo State. Financial constraint, time factor and distance. Also

the researcher is faced with the limitations in terms of shortage of relevant data,

apart from time and fund shortage.

1.8 Definition of Terms

Teacher: - The role of teacher is often formal and ongoing carried out at a school

or other places of formal education.

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English Language: - The West Germanic Language of England, the United States
and other countries that are or has been under English influence or control
(Wikipedia).

Lesson Note: - A lesson note is a teacher’s detailed description of the course of

instruction for once class. A daily lesson note is developed by a teacher to guide

class education.

Lesson plan: A lesson plan is a teacher's detailed description of the course of

instruction or "learning trajectory" for a lesson. A daily lesson plan is developed by

a teacher to guide class learning. Details will vary depending on the preference of

the teacher, subject being covered, and the needs of the students.

Attitudes: - This is defined as a disposition or tendency to respond positively or

negatively towards a certain thing (idea, object, person, situation) they encompass

related to our opinions and belief.

Teachers: A teacher (also called a school teacher or, in some contexts, an educator)

is a person who helps others to acquire knowledge, competences or values.

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 CHAPTER TWO
LITERATURE REVIEW
In this chapter, relevant concept and studies are considered under the

following sub-headings:

(i) Teacher and the teaching profession

(ii) Lesson note and its components
(iii) Things to be considered before preparing lesson note
(iv) Attitude of English language teachers to lesson note writing at the junior
primary school level.
(v) Approach to lesson planning
(vi) The four stages of lesson planning (ESLP) strategy
(vii) Benefits of lesson Plan/note to the teaching and learning of English
Language
2.1 The Teacher and its Teaching Profession
According to Daramola (2019) the teaching profession is an age long

profession. It is probably the oldest trade in the world. Teaching is the father of all

profession. He explains further that the teaching profession is the father of all

because it is the teachers who train the doctors, the hawker, the estate manager, the

estate manager the clergyman etc.

Isreal Schffte (2010) is also of the view that teaching as an activity aims at the

achievement of learning in such manner as to respect the pupils intellectual,

integrity and capacity for independent judgment.

Popoola (2017) says that ‘‘teacher is now usually restricted to mean an

instructor within a formal educational setup’’.

The concept of the teacher is not connected within that of a formal educational

institution, imparting the Western type of educational to pupils.

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2.2 Lesson Note and its Components

According to Bamigbose (2012) there is a need for every teacher to prepare

adequately before going to the classroom for a specific topic in order to facilitate

his classroom activities.

This preparation will guide teacher and to be sure that all the points he

wishes to make are presented to the class in a logical, sequential order with time

given or allotted. This type of preparation is known as lesson note.

Taiwo (2008) what a lesson note is, she said, ‘Lesson note constitutes the

preparation done by the teacher to consolidate in his mind, the subject matter he is

to teach. In presenting the information to learners especially at the primary school

level, it is important to arrange familiar lesson note materials in a logical or

interesting sequence.

Farant (2015) explains that the preparation of lesson note does not mean only

writing lesson note, note writing is the last stage of the processes. There are many

factors to considered before writing a lesson note. A lesson note has a number of

items to be included. Different writers suggest different number of items a lesson

note must contain for instance, Farrant (2015) gives these points.

i. General information
ii. Aim
iii. Previous knowledge
iv. Introduction
v. Presentation
vi. Conclusion
vii. Student’s activities
viii. Apparatus

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 ix. Blackboard and Summary.
Okorie (2006) outlined the factors to be considered in preparing lesson note

as follows:

The teacher should determine what he wants his pupils to lean from the

course and state reasons.

He should determine the general objectives that he should include in the

course in view of all that are to be covered.

He should decide the course content that will lead to the fulfillment of the

desired objective.

He should determine the amount of time to be spent on various topics and

the sequence.

He should determine the approach to be used in teaching the topic, the major

assignment, text to be used and references.

It is important that the teacher should organize the course by focusing it around the

pupils rather than the subject matter.

The lesson plan provides guidelines to the teacher concerning the topics of

the lesson, names of the subject, class for which the lesson is planned, duration of

the lesson, objectives of the lesson (what he wants to be accomplished) previous

knowledge of the pupils, instructional materials suitable for the lesson, the content

of the lesson, summary of the lesson and evaluation to ascertain the

accomplishment of the objectives of the lesson.

Nwasu (2004) recommend a 16 points for lesson note format, these are:

(i) Teacher’s Name and School (ii) Class (iii) Average age (iv) Number

on roll (v) Date and Time (vi) Subject and Topic (vii) Previous
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knowledge (viii) Reference (ix) Objectives (x) Theoretical Base and Foundation

(xi) Instructional Materials.

Instructional Procedure:-

A – Entry behaviour B – Stage of presentation or steps

(xii) Application / Expression work / Evaluation (xiii) Recapitulation or Black

Board (BB) (xiv) Summary (xv) Assignment or Home work

(xvi) Lesson review

Where Taiwo (2007) refer to point or the composition as “requirement of the

lesson note he recommends the point, be he further explain that talking is not

teaching, listening is not learning, but doing is learning. This listening participation

of the learners and previous knowledge and others. There must be reference books

relevant to the topic.

2.3 Lesson Preparation and Teaching Activities

In preparing a lesson note, some things must be considered. One must

consider the level of the learner, the topic to be presented and the age of the

learners. There are many other factors that are to be considered before preparing a

lesson note in order to give teacher a good lesson note. Consideration is also given

to the method of teaching, the activities to be rendered and the teaching aids that

are needed.

According to Vito view (2008) in order to prepare meaningful lesson note, the

following points and trends of thought should be considered.

(1) The Class to be Taught:- This will enable the teacher to selected the

appropriate section of the syllabus.

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(2) The Age of the Pupils:- This will determine the amount of the work to be done

as well as the time to allocated to each teaching period bearing in mind that the

younger the children the more quickly their attention and interest are.

(3) Children’s Background:- This will almost dictate subject matter; this is the

scheme of work been laid down for the children at home which will enhance the

teaching learning process

(4) Duration:-The duration will determine the work you will prepare at a period of

time.

(5) Previous Knowledge:- This is what the pupils may have known about the topic

which can serve as springboard from the new lesson.

(6) Teaching Aids:- These are materials which the teacher intends to use to aid

pupils learning. They should be carefully thought of so that they can make the

lesson interesting.

(7) Aims:- This should be clearly, briefly and simply stated. A carefully and

precisely wondered aim easily steers the lesson to success.

2.4 Attitude of English Language Teachers to Lesson Note Writing at the

Junior Primary School Level
According to John (2008) a major reason for the writing of lesson note is to

ensure that each lesson is thoroughly prepared for the next day lesson.

Everybody is aware of this, but because of one reason or the other, there are

negative and positive attitudes of English language teachers to lesson note writing.

Some teachers like writing lesson note before teaching because they say it

enables them to prepare fully for the lesson and also serves as a guide.

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 Adeduntan (2002) says “Everyone knows that preparation of lesson note is part

of teaching aids. Preparation without a lesson note is not preparation.

Adeojo (2000) says that lesson note is a vital aspect of preparations before

teaching because if another member of the staff is absent, a teacher may be called

to teach a lesson for which he is unprepared.

Nwosu (2004) says that a lesson note is important to teacher because it

provides the teaching learning process with a sense of directing. So the teachers

need to prepare adequately before classroom encounter. Some teachers say that

lesson note is an important aspect of learning. Some teaches have the positive

attitude to lesson note writing as well as negative attitude to lesson attitude to

lesson note writing.

According to Okorie (2005) there is no doubt that preparation of lesson note is

important before one goes to the class to teach in order to make the work effective

even though they do not like writing lesson note, they know that lesson note is

vital, yet most teachers say it’s preparation wastes a lot of time. Not only this,

“lesson note writing is a boring exercise” they say.

In conclusion, some teachers say they do not like writing lesson note because

they can teach effectively without it. No reason is given for their hatred for lesson

note writing. This shows that even if they prepare lesson note they forced to do so

and when they write lesson notes they do not make use of them.

The lesson note is seen as very essential for a good class teacher because it

helps the teacher to teach the pupils the right thing without too much problems

during the period of such a lesson.

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2.5 Approaches to lesson planning

The first approach planning was tylers (2001) frame work, which explicates

a linear sequence of events from statement of aims for a lesson, through selection

and organization o learning activities, o evaluation of its delivery and outcome

(Jalongo et al 2007), liyanage & Bart Lett (2008). Tylers’ linear model consists of a

sequence of four steps: (a) specify objectives (b) select learning activities (c)

organize learning activities and (d) specify evaluation procedures, (clark and

Peterson 1984, p.28). such approach of lesson planning consider teaching as linear

sequence of event directed by the teacher and linked to predefined objectives

(Jalongo et al 2007). The second approach which is rooted in critical pedagogy,

views lesson planning as “a way of challenging the status and empowering

learners” (Jalongo et al 2007, pg 20). This approach emphasizes students

involvement and decision making processes. Proponent of this group claim that

“the linear progression of lesson plans to be aim pediment to the professional

progress of teachers” Jalongo et al 2007, reported that proponents of this group

criticize teacher directed sequence of events in the presence f a divers group of

learners and dynamic classroom situation.

2.6 The Four stages of lesson planning (FSLP) strategy

Quoting panasuk and todd (2005) discussed the four stages of lesson

planning the developmental activities and constructing mental activities. The first

stage of the four stage lesson planning strategy is developing cognitive objectives

stating the level of cognitive engagement expected of students in terms of students

observable behavior. The cognitive objectives guide lesson-planning process

19
providing the basis for designing the instructional package and developing

evalution and assessment starteges (Panasuk & Todd, 2005).

The second stage is designing home work that matches the cognitive

objectives. Planning home work involves working through the problems t ensure

the stated objectives to create coherence from cognitive to anticipated learning

outcomes, t get insight into the nature and the details of the problems that the

students are expected to work out and to for see students possible difficulties.

The third stage of the four stage lesson planning strategy is planning the

developmental activities that reflect the objectives and promotes meaningful

learning at all levels of thinking. Planning developmental activities involves

making informed pedagogical choices including instructional approaches (problem

solving multiple representations and connections) and class arrangements

(individual, group work, Pai work).

The fourth and final stage of lesson planning is constructing mental

activities based on and integrating al three previous stages. This involves designing

and selecting problems that are basic element of student prior knowledge as well as

prerequisits f new learning. The authors pointed out that the mental activities serve

as an advance organizer to bridge the gap between what the learner already knows

and what the learner needs to know.

According to Panasuk and Todd (2005) each stage involves concept and task

analysis through concept and task analysis teachers gain insight into the detailed

nature of the concept/task to be learned and are better prepared to create a

classroom environment that would facilitate students meaningful earning. It also

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helps teachers n identifying students prerequisites knowledge need for learning

materials. The concept and task analysis during lesson planning also provides

teachers an opportunity to predict the kinds of misconceptions that students might

have. Through planning examples that address misconceptions, teachers can

establish conditions for students to rethink and consider their alterative

conceptions. Panasuk and Todd (2005) used the four stages of lesson planning

(FSCP) strategy as an interventions to assist middle school teachers in the

designing of their lesson plans. Their research showed that the lesson plans

developed with the reference to the FSLP strategy revealed a higher degree of

lesson coherence.

2.7 Benefit of Lesson plan/Note to the teaching and learning of English

Language
All teacher requires a lesson plan that is thoughtfully prepared regardless of

their ability, experience or what their field of training involves. The benefits of a

lesson plan is emphasized by the need for charity and comprehension, regarding

how the entire learning process will be handled as well as how students can

understand and store the knowledge that is being passed onto them.

According to Edsys in 2018 the benefits of lesson plan/note to the teaching

and learning of English anguage are clearly stated:

Incorporate the three aims of effective teaching: in order to help class maintain a

standard teaching pattern the will benefits students of different I.Q levels. It is

essential that they follow a logical teaching structure. It is necessary to take into

cognizance the three important components of teaching, the three aims of a lesson

plan; they are

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 The basic objectives of the subject

 A collection of teaching and learning activities

 Assessment methods

A lesson plan unveils the basic objectives of the subject students should

walk out the class with a thorough understanding of what was taught in class.

Enlisting the learning and teaching activities is the next step. Has you will have to

strive and come up with multiple explanation methods that will help your students

better understand the topic. You can include real life examples along side citing

imaginary situations. This will help students stretch their imagination to extract the

essence of what is being taught. After planning for both objectives and teaching

activities, you should work in the direction of assessing the level og understanding

of your students. Here you need to rely on assignments (oral or written) as

qualifying tools. A question-answer session should be planned along with well

planned activities that will help you assess the learning abilities of your students.

A perfect time management tool in classroom: a step by step lesson will help

teachers to manage time effectively for lesson delivery.

Builds the confidence in teachers: with a lesson plan in your hand you will

become a confident teacher you would stay abreast with the novel teaching styles

that are currently in vogue. You will not be following the principles of the old

school of thought but will incorporate new teaching mechanisms. A lesson plan

helps you adhere to the best teaching practices that deliver effective teaching you

will become to be known as a confident teacher who is well informed and highly

knowledgeable faculty.

22
Gain recognition as an poignant teacher: a well organized teacher will be able to

attract the attention of students who will pattern after your planning traits you can

set an example to students who will follow your footsteps uncovering the benefits

of planning and apply your vales to aspects of their lives. This way you will be able

to lead the students by setting on example of the benefits of planning.

Sets the Anticipatory needs for students: teachers rely on teaching mechanisms

like a game, a video clipping or an industrial tour. This creates a sense of

expectation among students. You can also engage your students in a focused

discussing, about a particular topic. This could be a preparation for what is coming

up next.

Ask questions: a properly built lesson plan helps a teacher to ask proper and

important questions timely. This will engage the students interaction and

communication in an effective way. Thus, it helps in retaining the lesson in the

classroom.

It helps during class preparation: you teach a specific subject because you are

wll versed in it but preparation is essential even for the masters. As lesson plans

make teaches clear abut what they are going to teach it makes them capable to

prepare even more. Teachers can also research on the topic so that it helps them to

gather additional information that can be shared with students.

It enables possible changes: during the preparation of the lesson plan, there come

certain points which can be reviewed and edited. It helps teachers to use of

different strategies, methods, make use of different tools to make teaching process

23
move interesting. Thus, a proper lesson plan helps teachers to avoid mistakes and

clarifies beforehand.

24
 CHAPTER THREE

METHODOLOGY

3.0 Research Methodology

This chapter deals with methods and procedures adopted in carrying out the

study. The chapter is made up of research design, population of the study, sample

and sampling techniques, research instrument, validity of instrument, reliability of

instrument, administration of instrument and method of data analysis.

3.1 Research Design

For the purpose of this study, the researcher adopted the descriptive research

method. Descriptive survey design (in this study) is designed together necessary

information on the teachers perception of lesson note as a teaching pedagogy in

English Language teaching.

In carrying out this research, the descriptive survey method was considered with

the use of structures questionnaire. The questionnaire was administered on the

teachers of English Language from five different schools in Atiba local government

area of Oyo state.

3.2 Population of the Study

The target population for this study are the teachers of English Language.

Teachers were selected as the target population because those are the same people

who se lesson plan and they should be able to tell if it has helped in their teaching

or not.

3.3 Sample and Sampling Techniques

Atiba local government is a thriving area in terms of development, it is

worthy of being chosen. However, all the secondary schools in Atiba cannot be

25
covered to this effects five secondary schools were selected with their teachers

investigated as test subject to serve as samples for English teachers generally. Here

are the list of secondary schools whose teachers were investigated.

1. Commercial Grammar School, Sabo

2. Community Grammar School, Oke-olola

3. Alaafin High School, Agunpopo

4. Isale Oyo Commercial School, Oroki

5. Oranyan Grammar School, Sabo

3.4 Research Instrument

The main research instrument use for this study is questionnaire (closed-

ended questionnaire). This questionnaire contained two sections, section A

contained information on personal data of each teachers, while section B contained

a total of 20 statement regarding the teachers perception of lesson note as a

teaching pedagogy in English Language which are modeled from the research

questions a total of 25 copies of questionnaire were printed and 5 was administered

to each schools.

3.5 Validity and Reliability of the Instrument

Validity indicated the extent to which an instrument measured that specific

thing it was meant to measures in a research. It showed how accurately the data

obtained in study represented the validity of the study. Experts sought in order to

ensure that the instrument was in line with the objectives of the study.

Most importantly, the items of the questionnaire were properly checked,

rechecked and scrutinize by the supervisor to ensure its content and face validity

before approval.
26
3.6 Reliability of the instrument

Reliability is the measure of degree to which a research instrument yield to

consistent result with repeated trials.

3.7 Administration of instrument

The questionnaire for teachers were taken to the schools in Atiba local

government area of Oyo state. The researcher located the teachers of English

language. The purpose of the questionnaire was explained and as soon as each

teachers finished with the questionnaire it was collected by the researcher.

3.8 Method of data Analysis

In analyzing the data collected for this research work, the researcher made

use of the frequently table distribution and simple percentage, with detailed

explanations to carryout the data analysis on the questionnaire.

27
 CHAPTER FOUR
4.0 DATA ANALYSIS RESULTS
The chapter deals with the presentation of data and discussion of findings.

The descriptive statistical tool of simple frequency counts and percentage

distributions were adopted to give summary description.

The various items analyzed were drawn from the research questions that

had expressed the scope of this study. Beneath each table of data collected are two

interpretations of the responses obtained in the study.

This chapter presents information’s about the respondents as well as the

interpretations of the findings. The results are presented in tables together with

percentage of each and query entity.

4.1 Demographic Information

This is the section A of the questionnaire administered and it is about the

personal data of the respondents.

Sex of respondents

S/N Sex Number of Respondents Percentage

1 Male 11 44%
2 Female 14 56%
Total 25 100%
From the table above, it revealed that 11 respondents which is 44% were

male while the remaining 14 which is 56% of the total respondents were female.

Therefore, the sample size we dominated by the female sex. This might as well

suggest that female teachers are more than the male teachers.

Teaching experience

S/N Teaching experience Number of respondents percentage

1 1-5 years 9 36%
2 6-10 years 7 28%
28
 3 11-15 years 3 12%
4 15 years and above 6 24%
Table 2 revealed that a respondents which is 36% fall within the teaching

experience 1-5 years, 7 respondents which is 28% fall within the teaching

experience 6-10 years, 3 respondents which is 12% fall within the teaching

experience 11-15years, while 6 respondents fall within the teaching experience of

15years and above which is 24%. Therefore it could be seen that the teaching

experience range with the highest percentage among the respondent were those

within 1-5years.

29
4.2 Testing Of Research Questions
Table 1
Research Question 1: In what ways does teachers attitude to lesson plan affect

their lesson delivery in English language

S/N ITEMS S % A % SD % D %
A
1 Lesson note is one of the teaching 20 80% 5 20% Nil 0 Ni 0
resources in English language l
learning delivery
2 Lesson note afford me the 12 48% 13 52% Nil 0 Ni 0
opportunity of getting organized l
topics in English language
3 I often consult many text books 11 44% 12 48% 1 4% 1 4%
before I write my lesson plan
4 I feel writing of lesson notes is one 12 48% 11 44% 2 8% Ni 0
of the responbilities of a teacher l
From item 1 above, it can be seen that 20 of the total respondents which is

80% strongly agreed to the lesson note/plan is respondents which is 20% agreed, no

respondents which is 0% strongly disagreed, while 0 respondents which is 0%

disagree respectively. Therefore,20 respondents which is 80%o the total

respondents strongly agreed that lesson note is one of the teaching resources in

English language learning delivery.

From item 2 above, it was illustrated that 12 respondents, which is 48%

strongly agreed, 13 respondents which is 52% agreed, nill respondents, which is

strongly disagreed while nill respondents which is 0% disagree. Therefore, 13

respondents which is 52% of the total respondents agreed that lesson notes afford

them the opportunity of getting organized topics to teach in English.

30
 From item 3 above, it was illustrated that 11 respondents which is 44%

strongly agreed, 12 respondents which is 48% agreed, 1 respondent which is 4%

strongly disagreed, while 1 respondent which is 4% disagreed. Therefore 12

respondents which is 48% of the total respondents agreed to often consult many

textbooks before they write their lesson plan/note.

From item 4 above, it was total that 12 respondent which is 48% strongly

agreed, 11 respondents which is 44% agreed, 2 respondent which is 8% strongly

disagreed, while nill respondent which is 48%of the total respondents agreed to feel

writing of lesson notes is one of the responsibilities of a teacher.

31
 Table 2
Research question 2: Does lesson plan have impact on teaching and learning
process?
S/ ITE SA % A % SD % D %
N MS
5 Lesson plan/note 15 6% 8 32% 2 8% nill 0
enables me to carry out
my teaching in logical
order
6 Lesson plan allow me 14 56% 10 40% 1 4% 3 12%
to remember every
detail of what I am
teaching
7 Lesson plan sometimes 6 24% 15 60% 1 4% 3 12%
enables me to know
how much the students
understand about the
previous topic related
to the present.
8 Lesson plan help me 12 48% 10 40% 3 12% nill 0
avoid unexpected
mistakes that can affect
the understanding of
the students.
From item 5 above, it can be o served that 15 respondents which is

60%strongly agreed, 8 respondents which is 32% agreed, 2 respondents which is

8% strongly disagreed, while nill respondent which is 0% disagreed. Therefore 15

respondents which is 60% of the total respondents strongly agreed to the fact that

lesson note/plan enables me to carry out my teaching in logical order.

From item 6 above, it was illustrated that 6 respondents which is 24%

strongly agreed, 15 respondents which is 60% agreed, 1 respondents which is 4%

strongly disagreed while 3 respondents which is 12% disagreed. Therefore 15

respondents which is 60% of the total respondents agreed to the fact that lesson

plan allow them to remember every detail of what they are teaching.

32
 From item 7 above, it was illustrated that 14 respondents which is 56%

strongly agreed, 10 respondents which is 40% agreed, 1 respondents which is 4%

strongly disagreed, while nill respondent which is 0% disagreed. Therefore 14

respondents which is 56% of the total respondents strongly agreed to the fact that

lesson plan sometimes enables them to know how much the students understand

about the previous topic that is related to the present.

From item 8 above it was depicted that 12 respondents which is 48%

strongly agreed, 10 respondents which is 40% agreed, 3 respondents which is 12%

strongly agreed, while 0 respondents which is 0% disagreed. Therefore 12

respondents which is 48% of the total respondents strongly agreed t the fact that

lesson plan helps them avoid unexpected mistakes that can affects the

understanding of the students.

33
 Table 3:
Research Questions 3: How does teachers perceive lesson plan in English
Language.
S/ ITEMS SA % A % SD % D %
N
9 I think writing of English 11 44 10 40% 3 12 1 4%
language lesson plan will % %
improve ones knowledge of
English
10 I feel it is not very necessary to 7 28 8 32% 5 20 5 20%
write lesson plan on every % %
lesson
11 Planning of lesson note is 10 40 12 48% 3 12 Nill 0%
sometimes strenuous % %
12 Planning of lesson note is 16 64 8 32% 1 4% Nill 0%
sometimes time consuming %
From item 9 above, it can be observed that 11 respondents which is

44%strongly agreed, 10 respondents which is 40% agreed, 3 respondents which is

12% strongly disagreed, while 1 respondent which is 4% disagreed. Therefore 11

respondents which is 44% of the total respondents strongly agreed to think that

writing of English Language lesson plan will improve ones knowledge of English.

From item 10 above, it was illustrated that 7 respondents which is 28%

strongly agreed, 8 respondents which is 32% agreed, 5 respondents which is 20%

strongly disagreed while 5 respondents which is 20% disagreed. Therefore 8

respondents which is 32% of the total respondents agreed to feel that it is necessary

to writes lesson plan on every lesson.

From item 11 above, it was illustrated that 11 respondents which is 44%

strongly agreed, 10 respondents which is 40% agreed, 1 respondents which is 4%

strongly disagreed, while 3 respondent which is 12% disagreed. Therefore 11

respondents which is 44% of the total respondents strongly agreed to the fact that

lesson plan sometimes is time consuming.

34
 From item 12 above it was concluded that 10 respondents which is 48%

strongly agreed, 10 respondents which is 40% agreed, 3 respondents which is 12%

strongly agreed, while nill respondents which is 0% disagreed. Therefore 12

respondents which is 44% of the total respondents strongly agreed that planning of

lesson note is sometimes strenuous.

Table 4:
Research Questions 4: what are the problems associated with lesson Note
planning
S/N ITEMS SA % A % SD % D %
13 I put so much effort to get 16 64% 8 32% 1 4% Nil 0%
the right materials to plan l
my lesson
14 I think planning of lesson 7 28% 1 40% 6 24% 2 8%
note is not very easy and 0
there are chances of
possibility of errors
15 I think teachers need to be 11 44% 1 52% 1 4% Nil 0%
enlightened on the need for 3 l
lesson planning
16 Proper steps and guidelines 11 44% 1 56% Nill 0% nill 0%
should be provided for 4
teachers to plan their lesson
From item 13 above, it can be seen that 16 respondents which is

64%strongly agreed, 8 respondents which is 32% agreed, 1 respondents which is

4% strongly disagreed, while nill respondent which is 0% disagreed. Therefore 16

respondents which is 64% of the total respondents strongly agreed to put so much

effort to get the right materials to plan my lesson.

From item 14 above, it was illustrated that 7 respondents which is 28%

strongly agreed, 10 respondents which is 40% agreed, 6 respondents which is 24%

strongly disagreed while 2 respondents which is 8% disagreed. Therefore 10

respondents which is 40% of the total respondents agreed to think planning of

lesson plan is not very easy and their are chances possibilities of errors.

35
 From item 15 above, it was illustrated that 11 respondents which is 44%

strongly agreed, 13 respondents which is 52% agreed, 1 respondents which is 4%

strongly disagreed, while 0 respondent which is 0% disagreed. Therefore 13

respondents which is 52% of the total respondents strongly agreed that teachers

need to be enlightened on the need for lesson planning.

From item 16 above it was concluded that 11 respondents which is 44%

strongly agreed, 14 respondents which is 56% agreed, 0 respondents which is 0%

strongly agreed, while 0 respondents which is 0% disagreed. Therefore 14

respondents which is 56% of the total respondents strongly agreed to the fact

proper steps and guidelines should be provided for teachers to plan their lesson.

Table 5:
Research Questions 5: what are the preferable solution to problems of lesson
plan?
S/N ITEMS SA % A % SD % D %
17 I feel suitable materials should 13 52% 11 44% 1 4% Nil 0%
be made available for English
teachers to plan their lesson
18 I am of the opinion that expert 14 56% 9 36% 1 4% 1 4%
should re-access the lesson
plans prepared by teachers to
prevent errors
19 I feel writing of lesson plan as 5 20% 8 32% 6 24% 6 24%
an English teacher is not all
that necessary
20 Not writing of lesson plan does 6 24% 6 24% 8 32% 5 20%
not really make me
incompetent as a teacher
From item 17 above, it can be seen that 13 respondents which is

52%strongly agreed, 11 respondents which is 44% agreed, 1 respondents which is

4% strongly disagreed, while nill respondent which is 0% disagreed. Therefore 13

respondents which is 52% of the total respondents strongly agreed to feel suitable

materials should be made available for English teachers to plan their lesson.

36
 From item 18 above, it was illustrated that 14 respondents which is 50%

strongly agreed, 9 respondents which is 36% agreed, 1 respondents which is 4%

strongly disagreed while 1 respondents which is 4% disagreed. Therefore 14

respondents which is 56% of the total respondents agreed to be of the opinion that

expert should re-access the lesson plans prepared by teachers to plan their lesson.

From item 19 above, it is depicted that 5 respondents which is 20% strongly

agreed, 8 respondents which is 32% agreed, 6 respondents which is 24% strongly

disagreed, while 6 respondents which is 24% disagreed. Therefore 8 respondents

which is 32% of the total respondents strongly agreed to feel writing of lesson plan

as an English teachers is all that necessary.

From item 20 above it was concluded that 6 respondents which is 24%

strongly agreed, 6 respondents which is 24% agreed, 8 respondents which is 32%

strongly agreed, while 5 respondents which is 20% disagreed. Therefore 8

respondents which is 32% of the total respondents strongly agreed to the fact that

not writing of lesson plan does not really make me incompetent as a teacher.

4.2 Discussion of Findings

Findings from this study established the importance of lesson preparation as

a gate way to a successful lesson delivery. Also response from teachers the target

audience, for this study agreed with scholars views and opinions on this too.

according to Adeduntan (2002) that lesson not s part of teaching aids preparation

without a lesson plan/note there will be no adequate teaching preparation.

It was discovered that lesson plan actually has its own impact on

teaching/learning process. Their responses proved that lesson plan actually allows

them to be systematic in lesson delivery. The teaching goes according t how it has
37
been planned and the expectatitions of the teacher regarding what has been learnt

will be realized. The research work of (Nwosu 2004) emphasized how lesson notes

provides teaching/learning process with a sense of directing. This has been realized

in the research conducted.

This survey also reveals that teachers have specific ways they perceive the

need for lesson plans/notes in English. Some feel that it would actually improve

their own knowledge of English some even feel that they do not actually need

lesson notes to carry out their teaching.

It was realized that teachers actually do have problems when planning their

lesson notes. Majority of their responses agreed to the fact that planning could be

stressful, difficult and time consuming. Some do not even know how to write the

lesson plans, possible solution were also realized. Responses agreed more to

ensuring personnel’s to give guidelines and assessment of lesson plans prepared by

teachers.

At the end of the final analysis, we can say that lesson plan/note is very

important. Most of the respondents also state how their various schools have

always insisted on the preparing of lesson plan/notes before presenting the lesson.

This study has being able to discover various perceptions of teachers on lesson

plan/note, the possible impacts on teaching and learning the problems involved in

the planning as well as possible solutions.

38
 CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Summary
The study explains the views of English teachers regarding the writing of

lesson plan or lesson note and its effect on English language teaching. Some

teachers find it necessary and some teachers find it not necessary to write lesson

note or lesson plan.

The chapter one of this study contains the background of the study, the

statement of the problem, the purpose of the study, research question, the

significant of the study, and the scope of the study. The chapter entails the

necessary information in introducing the study.

Chapter two contains the literature review as well as the works of other

scholars that are related to this study. It contains; teachers and the teaching

profession, lesson note and its components, things to be considered before

preparing lesson note, attitude of English language teachers to lesson note writing

in secondary school level, and benefit of lesson plan or lesson note to the teaching

and learning of English language.

Chapter three covers research methodology for the study, it includes

research design, research population, sample and sampling techniques, research

instrument, validity of instrument, reliability of the instrument, administration of

instrument, method of data analysis.

Chapter four contains the data analysis. In this phase the analysis of the

questionnaires and the interpretations were highly discussed in this chapters. The

last chapters contains summary, conclusion and recommendations.

39
5.2 Conclusion
The findings of this study indicated that the perception of teachers are

positive about the preparation of lesson note or lesson plan. In conclusion, we can

say that time management is one of the important things in planning the lesson,

whether on the daily or quarterly level, as it helps the teacher to clarify the lesson

step by step, distribute its sections in a sequential manner, and give each lesson its

right in the specified and sufficient time for it, as well as forming a meta-analysis of

what the material contains, and the time it needs. predetermined; Therefore, the

teacher's sense of orientation increases towards achieving the desired goals of the

material in a timely manner, and controlling the lesson's data.

It is essential that it be detailed and contains all the possibilities that may

arise in the course of teaching the subject from the beginning of the academic year

to the end of it.

The present study explored teachers' perception of lesson notes as teaching

pedagogy in English language teaching. This result indicated that there is a

significant difference between teachers' views according to their educational

degree. It can be claimed that there is no difference between teachers' views on

lesson plan according to educational degree.

5.3 Recommendation
Based on the findings, it was recommended that;

1. The school authority should provide adequate supervision on their teachers

on their lesson note planning and construct in order to avoid mistakes and to

make corrections where needed.

40
2. The school quality assurers should help those few teachers who struggle to

implement their lesson plan and those who do not see the value of teaching

aids in classroom management through internal capacity building

programmes.

3. At the school level, senior teachers in the schools must share and provide

seminars or workshops for teachers who are unable to implement effectively

their lesson plan in classes because junior or newly employed teachers

struggle in planning and implement their lesson plan.

4. The school quality assurance team have to work hand in hand with teachers

so as to assist teachers in planning and implementing their plans.

41
 REFERENCES
Adeduntan, Y (2002). An introduction to Micro Teaching in Preparation for
Teaching Practice. Ilorin; INDEM AC Nig. Ltd
Bamigbose, A. (2003). English lexis and structure. Ibadan: Heinemann Educational
Books.
Daramola F.O (2011). Education Reforms and Assessment of Teachers
Competence in Instructional Media Technology use and lesson note
planning in Junior Secondary Schools in Kwara State. In: Education
Reforms in Nigeria- Past, Present and Future, Lawal, A.R. (Eds.).
Stirling-Horden Publishers Ltd., Lagos, pp: 259-272. Edu. 4(1):165
Farant, Y (2015). Examining pre-service teacher competence in lesson planning
pertaining to collaborative learning. Journal of Curriculum Studies, 44
(3), Pp: 349-379
Jalongo, M. R., Rieg, S. A., & Helterbran, V. R. (2007). Planning for learning:
Collaborative approaches to lesson design and review. New York:
Teachers College Press.
John, P. D. (2006). Lesson planning and the student teacher: Rethinking the
dominant model. Journal of Curriculum Studies, 38, 483–498.
Nwosu (2004); Idiaghe, J.E. (2004). Relationships between education facilities,
teachers’ qualifications, school location and academic performance of
students in secondary schools in Delta State(Unpublished doctoral
dissertation). Delta state University,Abraka
Okorie, W.O (2006). Introduction Teaching Profession, Enugu: Nathadeic
publishing company Nig. Ltd.
Panasuk, R. and Todd, J., (2002). Lesson Planning strategy for effective
Mathematics teaching. Education, [online] 122(4), pp.1-21. Available
at:http://web.b.ebscohost.com.ezproxy.federation.edu.au/ehost/pdfviewer
/pdfviewer?
sid=8774cdbf2c454b4883dcbed32cbbc396%40sessionmgr111&vid=1&h
id=106> [Accessed 29 September 2015].

42
Popoola, M. (2017). Learning as boundary-crossing in school–university
partnerships. Teaching and Teacher Education, 23, 1289–1301
Schifte, U (2010). Attitude of the faculty members of the Kashan UMSHS to
course planning. J Med.
Taiwo, O, (2008). Teaching as a Profession in Nigeria: In 1.O, Abimbola (Ed.)
Fundamental principles and practice of instruction (pp. 71-78).
Curriculum Studies and Educational Technology Department, University
of Ilorin, Ilorin, Nigeria.
Todd, R, (2005). Instructors’ point of view about lesson planning, Semnan Medical
University, 2002, Journal of Babol University of Medical Sciences, Vol.
5, No.2, Pp: 33-36.
Vito, U (2008). Lesson planning practices of South African Physical Sciences
teachers in a new curriculum. South African Journal of Education.
University of Johannesburg, Johannesburg, South Africa

43
 APPENDIX
EKITI STATE UNIVERSITY
IN AFFILATION WITH EMMANUEL ALAYANDE COLLEGE OF
EDUCATION
QUESTIONNAIRE FOR TEACHERS OF ENGLISH LANGUAGE
This questionnaire is designed to gather necessary information on the

teacher’s perception of lesson note as a teaching pedagogy in English language

teaching in selected secondary schools in Atiba local government area of Oyo state

This questionnaire contains two sections, section A for personal information

while section B is the real questionnaire to be answered. Please feel free to answer

the questions below as accurate as you can, information collected will be treated

confidential.

SECTION A
PERSONAL INFORMATION
School: ____________________________________________________
Sex: Male ( ), Female ( )
Teaching Experience: 1-5 years ( ), 6-10 years ( ), 11-15 years ( ) 15 years and
above ( )
Class Taught: ______________________________________

44
 SECTION B
Instruction: Indicate your reaction to each of the statement below by ticking
against the column that are represent your interest
S/ Questions SA A SD D
N
1 Lesson notes is one of the teaching resources in English
language learning delivery
2 Lesson notes affairs me the opportunity of getting organized
topics to teach in English
3 I often consult many textbooks before I write my lesson
plan/note
4 I feel writing of lesson notes is one of the responsibilities of a
teacher
5 Lesson plan/note enables me to carry out my teaching in logical
order
6 Lesson plans allows me to remember every detail of what I am
teaching
7 Lesson plan sometimes enables me to know how much the
students understand the previous topic related to the present
8 Lesson plan help me avoid unexpected mistakes that can affect
the understanding of the students
9 I think writing of English language lesson plan will improve
ones knowledge of English
10 I feel it is not very necessary to write lesson plan on every
lesson
11 Planning of lesson note is sometimes strenuous
12 Planning of lesson note is sometimes time consuming
13 I put so much effort to get the right materials to plan my lesson
14 I think planning of lesson note is not very easy and there are
chances of possibility of errors
15 I think teachers need to be enlightened on the need for lesson

45
 planning
16 Proper steps and guidelines should be provided for teachers to
plan their lesson
17 I feel suitable materials should be made available for English
teachers to plan their lesson
18 I am of the opinion that expert should re-access the lesson plans
prepared by teachers to prevent errors
19 I feel writing of lesson plan as an English teacher is not all that
necessary
20 Not writing of lesson plan does not really make me incompetent
as a teacher

46