Impact of Transparency in Learning and Teaching on the Performance of Students in Nigeria

Introduction

Transparency in learning and teaching as a concept is still at infancy level in most parts of Africa and particularly in Nigeria. To date, to the best knowledge of the researchers, there has been no study in Nigeria that focuses directly on transparency in learning and teaching (TILT) except for a few related concepts. This is worrisome as education the world over is seen as the cornerstone of development and forms the basis for literacy, skills acquisition, technological advancement as well as the ability to harness the natural resources of the environment for development.

It is important to note that teachers occupy a pivotal position in transforming teaching-learning process for quality education. Therefore, the quality of education that exist in any society has a direct bearing with the quality of her teachers. No nation can rise above the quality of her teachers. Therefore, teachers play a positive role in transforming and shaping any country toward her sustainable national development (Oke et al., 2018).

Teachers’ Registration Council of Nigeria (2004) defined teaching as the systematic rational and organised process of transferring the acquired knowledge, attitude and skills in accordance to the professional principles and practice. The definition therefore indicates that teachers play a significant role in guiding and organising the teaching-learning process to the achievement of goals and objectives. Also, Rakum (2007), described teaching as an active systematic process guiding the learners to acquire all necessary information, knowledge and skills that would lead to the desirable positive behavioural change. Teaching, therefore, is the process which helps to transform or facilitate effective teaching-learning processes that bring about positive behavioural modification and changes. Consequently, if the aim of education is for students’ positive behavioural change, then the expectations must be transparent to the students (Jonsson, 2010).

Furthermore, teaching is one of the world's oldest professions. It is also one of the professions that has generated much controversy over the necessary qualifications for membership, the role and functions of members and conditions of service for its practitioners. However, the importance of teachers as facilitators and motivators in the teaching/learning enterprise has always been acknowledged. Olorundare (2012) described a teacher as any person that has undergone approved professional training in education to the level capable of imparting knowledge, skills, attitude, and ability to the learners which aid their behavioural change. Professional teachers can be defined as any person that had acquired professional knowledge in teaching and is be able to use them during the teaching-learning processes. A professional teacher is the only tool that can enhance successful implementation of the educational system (Fareo, 2002).

Notably, the most essential principles in teaching are what transpires between the teacher and the learners and not solely what the curriculum content says. Teachers have the responsibility to make instructional choice to facilitate effective teaching of their subject. Teachers are also responsible for the learning experiences to be employed for the realization of the purpose for which the subject is being taught. Therefore, teaching should not be projected to the students as a boring abstract. The students should be made to perceive learning with positive enthusiasm (Balogun & Yusuf, 2019). Teachers should take control over the classroom climate they create. They need to be accessible to their students, appropriately supportive and approachable. These issues matter; and do have a bearing on how students respond and engage with learning. The teaching, learning and assessment strategies are issues which need to be engaged in a scholarly manner. Teachers should ensure that the learning outcomes agreed upon are achievable, clear about the levels or standards expected at different stages and that the learning tasks and the assessment of learning are in alignment. Failure to do so may actually encourage surface learning. Therefore, the objective of this study is to investigate the factors and challenges facing the adoption of transparency in learning and teaching in Nigeria.