ABSTRACT
This study examined influence of teacher qualification on students’ academic performance in Home Economics Practical in senior secondary schools in Aba Education Zone. The study was a descriptive survey research design. Four research questions and four null hypotheses guided the study. The sample for the study was 402 subjects (16 principals and 386 teachers) selected through simple random sampling techniques from a population of 2010 principals and teachers (80 principals and 1930 teachers). An instrument named “Home Economics Teachers Qualification Influence Students Academic Performance Questionnaire (HETQISAPQ)”, with thirty seven items was used for the study”. The instrument was face-validated by three experts: Two from Agricultural and Home Science Education, one from Measurement and Evaluation, and all from the Michael Okpara University of Agriculture, Umudike. The data obtained through the trial testing were used to determine the internal consistency of the items which yielded reliability index of 0.81. The data collected were analyzed using mean scores and standard deviation in order to provide answers to the four research questions, while the null hypotheses were analyzed using t-test statistics at P < 0.05 level of significance. The study revealed the following findings: there was no significant difference between the mean responses of male and female students on the qualifications of teachers teaching Home Economics practical, efficiency in instruction delivery, teacher’s performance in secondary school in Aba Education Zone. Consequently, the study reviews also that level and qualification of teacher influence students’ performance in Home Economics practical in Aba Education Zone. Thus, it was recommended that qualified teachers be posted to all government owned secondary schools and as well be encourage to do their job appropriately, Teachers should strive toward the acquisition of skills and effective implementation of the content of instruction, regular inspection and supervision of schools should be done by the supervisors of education in the local government and the state at large.
TABLE OF CONTENTS
TITLE PAGE i
DECLARATION ii
CERTIFICATION iii
DEDICATION iv
ACKNOWLEDGEMENTS v
TABLE OF CONTENTS vi
LIST OF
TABLES ix
ABSTRACT vi
CHAPTER 1: INTRODUCTION
1.1 Background to the
Study 1
1.2 Statement of the
Problem 5
1.3 Purpose of the Study 7
1.4 Research Questions 7
1.5 Research Hypotheses 8
1.6 Significance of the
Study 9
1.7 Scope of the Study 9
CHAPTER 2: REVIEW
OF RELATED LITERATURE
2.1 Conceptual Framework 10
2.2 Theoretical
Framework 24
2.3 Empirical
Studies 17
2.4 Summary of the Review of Literature
22
CHAPTER 3:
METHODOLOGY
3.1 Design
of the Study 24
3.2 Area
of Study 24
3.3 Population
of the Study 25
3.4 Sample
and Sampling Techniques 25
3.5 Instrument
for Data Collection 25
3.6 Validation
of the Instrument 26
3.7 Reliability
of the Instrument 27
3.8 Method
of Data Collection 27
3.9 Method
of Data Analysis 27
CHAPTER
4: RESULT PRESENTATION AND
DISCUSSION OF FINDINGS
4.1 Results
Presentation 28
4.2 Summary of Findings 36
4.3 Discussion Findings 36
CHAPTER 5: SUMMARY,
CONCLUSION AND RECOMMENDATIONS
5.1 Summary 39
5.2 Conclusion 40
5.3 Recommendations 40
5.4 Educational Implications of the Study 41
5.5 Limitations
of the Study. 42
5.6 Suggestions for Further Research 42
References 43
Appendices 46
LIST OF TABLES
Table pages
Table 4.1 Showing mean responses on the extent qualification of Home
Economics teachers in
senior secondary schools in Aba Educational Zone 41
Table 4.2 Showing means responses on the extent teacher’s
qualification is efficient in
instruction delivery of Home Economics practical 43
Table 4.3 Showing means responses on the extent teacher’s
performance
influence
students’ performance in the teaching and learning of Home Economics
practicals 44
Table 4.4 Showing means responses on teacher’s qualification
influence students’
performances in Home Economics practicals 45
Table 4.5 Showing the summary of the analysis of test retest
statistic analysis on
teacher’s qualification influence students’ performances in Home
Economics practicals secondary school students 46
Table 5 Showing the
population of government secondary school students 65
CHAPTER 1
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Education is a practical tool for the socio economic and
political development of a nation. It is an instrument for national development
and social change. This is the reason the government invests heavily in the
education of her citizens (Aguba, 2009). Education is the greatest asset for
academic progress, social mobilization, political survival, and national development
of a country. It constitutes the single largest enterprise in the country like
Nigeria (Akpan, 2012).
Over the years, schools are becoming increasingly
competitive with regards to the sophistication of technology and goal
diversification in combination with the nature of teachers’ tasks and patterns
of the curriculum. However, Akpan (2012) asserts that roles of school teachers are
vital in Nigerian schools. Teachers are the hub of the educational process
while the child is the center of education system. In fact, the teacher is
indispensable in the education process. The weight of any successful learning
programme is the well-informed teacher (Kirk, Patrick & Lash, 2004).
Teachers’ educational qualification, training, devotion to duty, efficiency, effectiveness
and capacity are essential for the whole process of learning. To support this
assertion, Eseh (2005) observed that teachers should be academically and
professionally qualified. The author further stated that a teacher should
possess a high sense of scholarship, professional training and knowledge of
pupils or students. Good educational policies have no meaning unless there are
qualified and dedicated teachers. If enough fund is voted and adequate
materials provided without adequately trained teachers, teaching – learning
will not be effective and successful. Teachers are the main determinant of the
quality of education (Lassa, 2000).
Social institutions such as the schools achieve
effective teaching and learning situation through the efforts of the teachers.
The quality and level of teachers in a school shape its direction and
effectiveness. According to Anukam and Anukam (2013:12), “Staff personnel deals
with the hiring and utilization of persons intended to facilitate the
realization of the objectives of the school system.” It is now a common global
adage that no educational system ascends beyond the quality of its teachers;
the effectiveness of the schools in achieving its objectives is largely
dependent upon the professional quality delivery of the teachers. Teachers play
crucial roles in determining the level of achievement of results in educational
processes (Lassa, 2000).
Academic
performance is commonly rated via examinations or continuous assessment which
is subject and can come in various ways although there is no general concord on
how best it is tested. According to Ipem (2012) academic performance is
performance of students in various subjects offered in the school over a
specific period of time. He also buttresses that the extent to which students
have achieved their short or long term educational goals is link to academic
performance. It also represents the performance outcome that indicates the
extent to which a person has accomplished specific objective in line with the
focus of activities in instructional environments, specifically in schools,
colleges and universities. This then means that the performance of individuals
in practical and classroom test, in terminal and end of the examination can be
classified as academic performance. Individual performances in Junior Secondary
School (JSS III), West African Examination Council are instruments of measuring
student’s academic performance.
Practical is simply an examination or lesson in which theories and
procedures learned are applied to the actually making or doing of something.
Qualification in the other hand is the outcome/result of an examination or an
official completion of a course of programme taken in schools especially one
conferring status as a recognized practitioner of a profession or activity
(Wikipedia, 2017).
The qualifications of the Home Economics
teachers have influence on the performance of students practical in senior
secondary schools. Glanz, Shulman, and Sullivan (2010) defined a teacher as a
person charged with the responsibility of helping/instructing and charging
others to learn and behave in new and different ways. The teachers impact
knowledge and ensure that learners are carried along the path of understanding
and learning new ideas/things. Akinshola (2012) posits that a teacher who is
committed to his duties demonstrates zeal to work, punctuality to school, have
full knowledge of the subject to teach and getting lesson plan ready before
teaching. He further explains that a committed teacher is always full of
confidence, stimulating and responsible and willing to perform their duties
diligently. In the same vein, Isaac, Haastrup and Osalusi (2010) explained the
technical and professional qualities of teachers as: Mastery of the subject,
interest in the subject and/or course of specialization through research and
further studies, adequate preparation of teaching and during teaching, love and
duty of commitment to teaching and learning profession.
Also, regardless of an employee pre-service
training that may include National Certificate in Education in Home Economics,
Higher National Diploma in Home Economics, Bachelor of Science in Home
Economics, Master of Science in Home Economics, Doctor of Philosophy in Home
Economics, there is need for every teacher to constantly renew, upgrade and
update his/her knowledge, skills and capabilities in order to keep pace with
the rapid changing societal expectations (Okorie, 2000). The teachers are the
most important variable in school effectiveness. To maintain an effective
teaching force in Home Economics requires that qualified teachers and
practicing teachers are regularly kept abreast of changes in the profession.
Teachers develop and improve their skills, pedagogically and technically
through high quality professional development programmes.
The greatest task in the teacher’s use of effective
learning strategies, and quality of instructional materials is the improvement
of a learner’s performance level in the classroom. Academic performance is that
measurable behaviour or proficiency attained after a series of standardized
test in a chosen subject (Ataabadi, Yusefi & Moradi, 2014). It is the
student’s ability to attain successfully the proposed short or long term
educational goals (Isukpa 2014, Mkpa 2014). In this study, academic performance
will be seen as the ability of the student to reach his or her mastery in
studying Home Economics as a vocational subject or the ability of the teacher
to reach his or her set objectives for which the educational experience had been
planned.
Home Economics and Health teachers are mostly found in
some parts of the world. These teachers teach students about food in addition
to its nutritional, safety and environmental properties (Kadurumba, 2010). The
effects of such teaching might be expected to be reflected in the food
knowledge of adults who have undertaken school education in these areas(Uko &
Umoh, 2005). Home Economics teacher education is that arm of our educational
system charged with the professional training of Home Economics teachers. It
equips the Home Economics teachers with competence and insight in the task of
producing students with high performance in Home Economics practical in senior
secondary schools(Kadurumba 2010). Furthermore, Kadurumbanoted that the most
significant factor in proving students achievement in Home Economics is by
employing seasoned qualified teachers in all schools. Policy investment on
quality of teachers is related to improvement in student’s performance
(Kadurumba, 2010). The study of Home Economics has rapidly increased overtime
in Nigeria; Home Economics as a subject play a significant role in the life of
many in most of the Nigeria societies. Home Economics is seen to have
contributed to life in different ways; Home Economics as an aspect of vocational
and technical education plays significant roles in the growth and development
of the national economy through an improved teaching and learning skills.
Home Economics as an aspect of vocational education is
not only a skilled oriented subject which requires the contributions of both
human and material resources. According to Uko and Umoh (2005) stated that Home
Economics as an entrepreneurial-based and skill-oriented field of study is
expected to equip learners with saleable skills that make for self-reliance and
paid employment. Home Economics as a field of study is divided into three major
groups which are: Food and Nutrition, Clothing and Textile and Home management
The above mention groups of Home Economics cannot be
properly taught without the provision of both human and materials resources.
Even with the contributions of home economics to the growth and development of
the national economy there are still some problems associated with home
economics which is the problem of teaching the subject “home economics”.
Over the decades, there have been series of challenges
faced by most teachers in teaching Home Economics in schools and colleges.
According to Arubayi (2010) stated that without funds these material resources
cannot be made available and this will lead to poor quality teaching which in
turns have a negative effect on learning abilities of the individual, poor
motivation and frustration on the part of the students.
It is to this reason that the researcher wishes to carry out a study
on the influence of teachers’ qualification on students academic performance in
Home Economics practicals in senior secondary schools in Aba Education Zone
1.2 STATEMENT OF THE PROBLEM
The challenges encountered in teaching Home Economics in
Nigeria schools and colleges has led to the decline in poor performance of
students in Home Economics. These challenges is found mostly in the rural and
semi-urban areas of Nigeria; take Aba Education Zone for example, most of the secondary schools in
most area does not have economics laboratory and qualified teachers; this has
had significance effect on the teaching and learning of Home Economics
especially in the area of clothing and textile and food management; this aspect
of home economics requires the use of materials such as sewing machine, cloth
materials etc. for demonstration; at times the materials will be available but
will not be enough to accommodate the students and this becomes a problem
Teaching and learning of Home Economics depends to a
large extent on teacher’s own knowledge of the content and ability to
adequately deliver the instruction or knowledge to the students because they
are adequately qualified. This in turn enhances students’ performance in Home
Economics practical (Lasa, 2005). But this seems not to be what is obtainable
in secondary schools this period because most teachers of Home Economics seem
not to be adequately qualified. This seems to mar effective performance of
students in Home Economics practical as could be seen in their performance in
internal and external examination. It is therefore expected that employing
adequately qualified teachers will improve students’ performance in Home
Economics Education practical, hence this study intend to investigate how
qualification of Home Economics teachers influence students performance in Home
Economics practical in senior secondary schools in Aba education zone of Abia
State.
However, a lot of variables may inhibit or hinder
effective dissemination of knowledge in understanding of the content by the students. Such
variable may be lack of qualified teachers, lack of experience, inadequate use
of instructional materials, inadequate Home Economics practical lessons, lack
of equipment for Home Economics practical, among others. This study seeks to
examine the influence of qualification of Home Economics teachers on the
performance of students practical in Home Economics in senior secondary
schools.
1.3 PURPOSE OF THE STUDY
The purpose of this study is to examine the
influence of qualification of Home Economics teachers on the performance of
students practical in senior secondary schools. Specifically, the study seeks
to:
1. examine
the qualification of Home Economics teachers in senior secondary schools in Aba
Educational Zone
2. find
out if teacher’s qualification is efficient in instruction delivery of Home
Economics practical
3. examine
influence of teacher’s performance on
students’ performance in the teaching and learning of Home Economics practical
4. find
out influence of teacher’s qualification
on students’ performances in Home Economics practical
1.4 SIGNIFICANCE OF THE STUDY
The findings of this study will be beneficial to the
following stakeholders: Policy makers, educational administrators, principals
and Home Economics teachers, students, government, and the general public.
Firstly, the findings from the study will go a long way
to contribute to the effectiveness of teaching and learning processes. It will also
help those entrusted with policy formulation and implementation to gain better
insight in pursuing forward for capacity building of teachers through training
and retraining processes.
Secondly, the findings of this study are expected to
provide a basis for educational administrators to develop further strategies to
enlighten teachers on their teaching and learning roles. Such strategies
include seminars, workshops, conference etc for teachers of secondary schools.
Thirdly, this study will unveil the realities of professionalism
(proficient, trained, qualified and skilled) in teaching and learning experiences
to principals and teachers and also create room for improvement owing to the
fact that the profession supports nation building.
Fourthly, the study will also help officials of the
Ministry of Education and curriculum planners to draw suitable curriculum for
Home economics in senior secondary schools.
Finally, this study will also help to enhance quality
education in the system and a better society for the production of adequate
manpower.
1.5 RESEARCH QUESTIONS
The
following research questions were raised and answered for the study.
1. What
are the qualifications of Home Economics teachers in senior secondary schools?
2.
To what extent are teacher qualifications efficient in instruction delivery of
Home Economics practical?
3. What
is the influence of teachers’ performance on students’ performance in the
teaching and learning of Home Economics practical?
4. What
is the influence of teachers’ qualification on students’ performance in Home
Economics practical?
1.6 HYPOTHESES
The following null hypotheses were formulated and tested
at 0.05 level of significance for the study.
Ho1: There is no significant difference in the
mean ratings of teachers and principals on the influence of qualification of
Home Economics teachers on the performance of students in practical
Ho2 There is no significant difference in the mean ratings
of teachers and principals on teacher qualifications efficiency in instruction
delivery of Home Economics practical
Ho3 There is no significant difference in the
mean ratings of teachers and principals on the influence of teacher’s
performance on students’ performance in the teaching and learning of Home
Economics practical
Ho4 There is no significant difference in the mean ratings
of teachers and principals on the influence of teacher’s qualification on
students’ performance in Home Economics practical
1.7 SCOPE OF THE STUDY
This study is delimited to senior secondary schools in
Aba Education Zone in Abia State. It is made of nine (9) Local Government Areas
namely; Isiala Ngwa North, Isiala Ngwa South, Osisioma Ngwa, Aba North, Aba
South, Ugwunagbo, Ukwa East and Ukwa West Local Government Areas respectively.
The content scope includes qualification of teachers, students’ performance
during practical and laboratory equipment and tools which students base their
practical performance.
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