CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

In the context of education, planning comprises the process of establishing objectives and identifying the ways by which they will be accomplished. It comprises choosing in advance what will be taught, how it will be taught, when it will be taught, who will be taught, and how the recipient will be evaluated.

According to Obi (2015), planning begins the teaching and learning process; before a teacher enters the classroom to conduct a lesson, he plans such lessons, while education officials create policies and develop curriculum for the school to apply.

Through lesson preparation, the teaching-learning contact becomes more useful and productive. On the other hand, a lack of planning results in a wasteful and ineffective lesson. The movement is pervasive across education at all levels and in all academic areas (Egbe, 2008).

Not only is there universal agreement on the need of planning, but also on the content and style of plans. The strategy that garnered unanimous acceptance details the objectives, experiences, and the arrangement and assessment of those experiences.

To ensure the effectiveness of a class, the instructor must make decisions in these areas prior to the lesson. He must first define the objectives he wishes to accomplish, including the knowledge or subject-matter objectives and the process and effectiveness objectives (Obi 2015). He must choose and organize students' learning experiences in order to accomplish the purpose. He must make decisions on the tasks to be undertaken, the materials to be acquired, the amount of time to be spent, and a variety of other factors. Finally, he must decide on a technique or instrument for determining if the instruction fulfilled the lesson's aim.

Okonkwo, (2012) opines that effective planning provides direction for teaching and results in useful, efficient learning. This proposition has great logical basis. It would appear that meticulous preparation of aims, experiences, and assessment would result in effective and proper teacher behavior in the classroom. However, is this assumption correct?

Is planning more successful in enhancing the efficacy of teaching and learning?

The researcher determined the topic matter in light of this context.

It is worthwhile to investigate the effect of excellent planning on the teaching and learning processes.

1.2 STATEMENT OF THE PROBLEM

The condition of teaching in elementary schools across the country is rapidly decreasing (Okonkwo, 2012). As a result, pupils grow dissatisfied with learning and indifferent toward it.

As a result, it is critical to re-evaluate the influence of good planning on the teaching and learning processes in elementary schools. The first pedagogical issue to explore is this: Does good planning improve teaching and learning?

As a result, the subject of this research, the influence of good planning on the teaching and learning process, becomes an empirical issue worth investigating.

1.3 OBJECTIVES OF THE STUDY

The main aim of this study is to assess the effect of effective planning on teaching and learning process. Other objectives of this study are:

i.          To determine whether effective planning is important in teaching and learning process in primary schools.

ii.        To determine whether effective planning affects  teaching and learning outcome in primary schools.

iii.      To examine the benefits of effective planning in teaching and learning process in primary schools.

iv.      To examine the factors that militate against effective planning in teaching and learning process in primary schools.

1.4 RESEARCH QUESTIONS

The following questions will be answered in this study:

i.          Is effective planning important in teaching and learning process in primary schools?

ii.        Does effective planning affect  teaching and learning outcome in primary schools?

iii.      What are the benefits of effective planning in teaching and learning process in primary schools?

iv.      What are the factors that militate against effective planning in teaching and learning process in primary schools?

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