Planning in the context of education entails the process of setting objectives and determining the means to achieving the objectives. It entails deciding in advance what to be taught how, to teach, when to teach, who is be taught, and the evaluation of recipient.
Planning is the beginning of teaching and learning process, before a teacher goes to the class to deliver any lesson, he plans such lessons while education administrators make policy and plan the curriculum for the school to implement them.
Through planning for a lesson makes the teaching-learning encounter valuable and productive impact. Conversely, no planning leads to a wasteful and unproductive lesson. The motion pervades education at all levels and in all subject areas (Egbe, 2008).
There appears to be widespread agreement not only on the value of planning, but also on the substance and format of plans. The plan that enlisted universal acceptance contains the purposes, experiences and their organization and evaluation. If a lesson is to be effective, the teacher needs to make decision in these areas before the lesson. He needs to identify the objectives he intends to develop, the knowledge or subject-matter, objectives as well as the process and effective objectives. He needs to select and organize students learning experience that will develop the objective. He needs to make decision about activities to be used, materials to be gathered, amount of time to be spent, and other matters. Finally, he needs to decide what method or instrument to use to determine whether the teaching accomplished the objective of the lesson.
This study examines the impact of effective planning on teaching and learning process in Chikun Local government Area of . The main objective of the research is to examine the beneficial effect of planning on teaching. To evaluate how planning affect learning. To identify the problems militating against planning in schools in the area of the study.
And to proffer possible solutions to the identified problems affecting effective planning in schools in Chikun Local Government Area. Out of the entire teachers in primary schools selected a total population of 2112 teachers, 211 were selected using the Crucious (2001) method.
Questionnaire constitutes the main instrument of data collection. The mean scores was used to analyse data. The analysis indicates that: Planning provides a more rational, efficient and timely information required to impart knowledge as well as aid coordination of students.
Planning equally provides an optimal means of actualizing a long term objective of school as well as policy framework education. Planning also provides direction and a sense of purpose for teaching. Planning facilitate control and monitoring of the execution of curriculum and scheme of work use in teaching. Planning also enhances teaching and learning by establishing set standards to be followed by teachers.
Planning equally provides for effective utilization of human and material resources used in imparting knowledge in school as well as providing a direction for teaching and learning. Planning is constraint with problems of lack of commitment to planning as well as shortage of skilled personnel and material resources. Planning is equally constraint with problems arising from inaccurate data as well as poor implementation.
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