PERCEIVED TEACHER FACTORS INFLUENCING STUDENTS’ ACADEMIC PERFORMANCE IN AGRICULTURAL SCIENCE IN UMUAHIA EDUCATION ZONE OF ABIA STATE

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ABSTRACT


The study sought to investigate the Perceived Teacher Factors that influences students’ academic performance in agricultural science in government secondary schools in Umuahia education zone of Abia state. The teacher factors in this study were: teacher Qualifications, teacher year of work experiences, teacher use of teaching methods, and teacher family sizes. The design used for this study was descriptive survey. A sample of 378 teachers (171 male and 207 female) from a population of 6881 were used for the study. Stratified proportionate random sampling technique was used for the study. The researcher self-constructed instrument titled ‘Teacher Factor on Student’s Academic Performance Questionnaire (TFSAPQ) made up of 28 items was used for data collection. The instrument was trial-tested and the reliability index determined using test-retest method. The reliability index was calculated using Pearson Product Moment Correlation formula and a reliability co-efficient of 0.71 was realized. The instrument was face validated by three experts. The data collected was analyzed using mean and standard deviation to answer the research questions while t-test was used to test the null hypotheses. The findings of the study revealed that teacher qualification, teacher year of work experience and teacher family size influence the academic performance of students in agricultural science. More so, teachers use of different methods of teaching affect the academic performance of students in agricultural science. Therefore, teachers without working experience and adequate qualification should not teach agricultural science in secondary schools. Based on the findings recommendations were made.





TABLE OF CONTENTS

Title Page                                                                                                                                i

Declaration                                                                                                                              ii

Certification                                                                                                                            iii

Dedication                                                                                                                              iv

Acknowledgements                                                                                                                v

Table of Contents                                                                                                                   vi

List of Tables                                                                                                                          viii

Abstract                                                                                                                                  ix

 

CHAPTER 1: INTRODUCTION                                                                                     

1.1       Background to the Study                                                                                           1         

1.2       Statement of the Problem                                                                                           3

1.3       Purpose of the Study                                                                                                  5

1.4       Research Questions                                                                                                     5

1.5       Hypotheses                                                                                                                 6

1.6       Significance of the Study                                                                                           6

1.7       Scope of the Study                                                                                                     7

 

CHAPTER 2: REVIEW OF RELATED LITERATURE

2.1       Conceptual Framework                                                                                               9

2.1.1    The concept of teacher factors                                                                                    9

2.1.2    Teacher experiences                                                                                                    10

2.1.3    Teacher qualification                                                                                                   14

2.1.4    Teaching methods                                                                                                       16

2.1.5    Teacher’s family size                                                                                                   20

2.1.6    Concept of agriculture                                                                                                            21

2.1.7    Academic performance of students                                                                            22

2.2       Theoretical framework                                                                                                23

2.2.1    Piaget theory of cognitive constructivism                                                                  23

2.2.2    Walberg’s theory of academic performance                                                               24

2.2.3    Vygotsky’s theory of social constructivism                                                                25

2.3       Empirical studies                                                                                                         26

2.4       Summary of related literature                                                                                     30

 

CHAPTER 3: METHODOLOGY

3.1       Design of the study                                                                                                    32

3.2       Area of the study                                                                                                        32

3.3       Population of the study                                                                                              33

3.4       Sample and sampling techniques                                                                                33

3.5       Instrument for data collection                                                                                    33

3.6       Validation of the instrument                                                                                       34

3.7       Reliability of the instrument                                                                                       34

3.8       Method of data collection                                                                                          34

3.9       Method of data analysis                                                                                             35

 

CHAPTER 4: RESULTS AND DISCUSSION

4.1       Results presentation                                                                                                    36

4.2       Discussion of the findings                                                                                          43

 

CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1       Summary                                                                                                                     45

5.2       Conclusion                                                                                                                  46

5.3       Recommendations                                                                                                      47

5.4       Educational implication for the study                                                                        47

5.5       Limitation of the study                                                                                               48

5.5       Suggestions for further research                                                                                 48

References                                                                                                                  49

Appendices                                                                                                                 53

 

 

 

 

 

 

LIST OF TABLES

4.1                   Mean responses on the perceived influence of Teacher qualifications on      37

Students Academic Performance in Agricultural Science

4.2                   Mean responses on the perceived influence of Teacher years of                    38

experience on Students Academic Performance in Agricultural Science

4.3                   Mean responses on the perceived influence of Teachers’ use of teaching      39

method on Students Academic Performance in Agricultural Science

4.4                   Mean responses on the perceived influence of Teachers’ family size on        40

Students Academic Performance in Agricultural Science

4.5                   t-test analysis of male and female Teachers mean responses on                     41

influence of Teachers’ Qualifications on Students’ academic                        performance in Agricultural Science

4.6                   t-test analysis of the mean responses of male and female                              42

Teachers on the perceived influence of Teachers’ Work Experience

 on Students’ academic performance in Agricultural Science

4.7                   t-test analysis of mean responses of male and female Teachers on                42

 the perceived influence of Teachers’ use of teaching methods

on Students’ academic performance

4.8                   t-test analysis of the mean responses of male and female                              43

Teachers on the perceived influence of Teachers’ Family Size on

the Students’ academic performance in Agricultural Science.

 

 

 



 

CHAPTER 1

INTRODUCTION


1.1       BACKGROUND OF THE STUDY

In Nigeria, public discussions frequently focus on educational standards. Most educationists and general public are becoming worried about poor academic performance of students seen in the annual release of the West African Senior School Certificate Examination (WASSCE) result and other internal and external examinations. The performance of students in these examinations is of great concern to students themselves, parents, school administrators, teachers, government and the general public. The 2009 Senior School Certificate Examination result for example, recorded an abysmal 98% failure (George, 2000) and this shocked everybody. Many reasons were attributed for failure, but a sizable chunk of blame went to the teachers for it is felt that students’ performance in examination is partly a function of teachers’ effectiveness (George, 2000).

The National Policy on Education stated that “no educational system can rise above the quality of teachers in the system” (Federal Government of Nigeria, FGN, 2006). Furthermore, Ogunsaju (2004) stated that the academic standard in all Nigerian educational institution has fallen considerably below societal expectations. Blumende (2001) corroborated this view when he reported that the decline in the quality of education cannot be ignored by anyone who is aware of the significant role of education.  It is an instrument for societal transformation and development.

The success of any teaching and learning process which invariably influences student academic performance depends on how effective and efficient the teachers are as well as their qualification. Teachers who are personally in-charge of teaching and implementing educational goals cannot be neglected, if the educational goals are to be attained. No matter how good an educational policy may be on paper, it may fail to accomplish its desired goals if not properly implemented by teachers who are educational policy implementers. Because of the central position teachers occupy in influencing academic performance of students, this study seeks to find out the perceived teacher factors on academic performance of students in Agricultural Science in Umuahia North education zone of Abia State.

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  (Ediger & Rao, 2005). Informally the role of teacher may be taken on by anyone (e.g. when showing a colleague how to perform a specific task). In some countries, teaching young people of school age may be carried out in an informal setting, such as within the family, (homeschooling) rather than in a formal setting such as a school or college. Teaching is a respectable profession and effective teaching is always being important for producing the desired outcomes. Good teaching is important and helpful in multiple ways as students differ from one another and make betterment in learning opportunities for these differences (Ediger & Rao, 2005).

Teacher factor are the dynamics of teachers, study has shown that effective teachers are the most important factor contributing to student achievement. It is clear that the common denominator in school improvement and student achievement is the teacher. This can be attributed to perceived teacher factors such as; teachers’ qualification, experience and methods are all teacher factors.

According to Taylor, Pearson, Clark and Walpole (2002), effective teachers are capable of inspiring significantly greater learning gains in their students when compared with their weaker colleagues.

Academic performance is the extent to which a student, teacher or institution has achieved their educational goals. Academic performance is commonly measured by examination as continuous assessment. Academic performances are the performance of the pupils in the subjects they study in the school. This determines the students’ status in the class (Pandney, 2008). Individual differences in academic performance have been linked to differences in intelligence and personality Pandney (2008). There are seeming limited literatures on the influence of teacher factors on academic performance of students in Agricultural Science in Umuahia education zone of Abia state. This study therefore seeks to benefit the Ministry of Agriculture, Ministry of Education, Teachers and Students; this will help them in their modus operandi. This is the gap the study intends to fill.


1.2   STATEMENT OF THE PROBLEM

The success and failure of any school curriculum depends on the teacher because the teacher is the major factor in the implementation of any curriculum. Thus, for effective teaching and learning to take place in the school, certain factors around the teacher need to be considered such as qualified and experienced teachers, adequate teaching materials, adoption of the appropriate teaching method, co-operation of the students and the school administration.

The Federal Government of Nigeria (FGN, 2013) enumerated the following as the roles of Agricultural Science in Nigeria among other things include: to ensure food and fiber supply, supply of adequate raw materials, supply of income, employment and development of rural areas. More so agriculture contributes to 60% of the export earning of Nigeria and about 90% food need of the people.

To achieve the objective of the agricultural science, the National Curriculum on Agriculture for Secondary School stated that agricultural science at secondary schools should be taught theoretically and practically so as to develop the right skills and value in agricultural production in the students. Thus, the federal government have through the ministry of education have devoted a good percentage of the annual project to the teaching and practice of agriculture.

Several attempts have been made at improving teacher qualification, teaching method, these effort have not been proportionately reflected in student overall performance, rather such attempts have only sustained the highly bookish curriculum inherited from the colonial masters and made the educational system consumptive rather than productive (Jimoh, 2008). Therefore there is need for teachers to acquire enough skills to make them relevant technologically. The mass failure of the students was attributed to ineffective teaching of Agricultural Science starting from the junior secondary school. Ineffective teaching may be as result of use of non-qualified and inexperienced teachers, use of wrong teaching methods by the teachers, inadequate or non-usage of appropriate teaching aids as well as negative attitude towards vocational courses shown by the students and the school management (Ndem and Akubue, 2016). 

It has been reported that many secondary schools in Afikpo education zone of Ebonyi State, Nigeria, use biology teachers to teach agricultural science at the secondary schools which invariably contributed to mass failure of students in the subject in senior secondary school examination (Ewa, 2012). More so, the poor performance of students in senior secondary schools examination has made it impossible for many students to gain admission into higher institution to study vocational courses (Ndem and Akubue 2016).

This study therefore sought at examine the perceived teacher factors influencing students’ performance in Agricultural Science in Umuahia Education Zone of Abia State.


1.3 PURPOSE OF THE STUDY

The purpose of this study is to investigate the Perceived Teacher Factors influencing Student’s Academic Performance in Agricultural Science in Umuahia Education Zone of Abia State. The specific objectives of the study are to:

1.   determine the perceived influence of teachers’ qualifications on students’ academic performance in Agricultural Science in secondary school in Umuahia Education zone of Abia state.

2.   determine the  perceived influence of teachers’ work experience on students’ academic performance in Agricultural Science in secondary schools in Umuahia Education zone of Abia state.

3  determine the perceived influence of teachers’ use of teaching method on students’ academic performance in Agricultural Science in secondary schools in Umuahia Education zone of Abia state.

4   determine the perceived influence of teachers’ family size on students’  academic performance in Agricultural Science in secondary schools in Umuahia Education zone of Abia state.


 1.4 RESEARCH QUESTIONS

The following research questions were posed to guide the study.

1.      What is the perceived teacher factor of qualification influencing students academic performance in Agricultural Science in secondary schools in Umuahia Education zone of Abia state?

2.      What is the perceived teacher factor of work experience influencing students academic performance in Agricultural Science in secondary schools in Umuahia Education zone of Abia state.

3.      What is the perceived teacher factor of methods of teaching in Agricultural Science in the study area?

4.      What is the perceived teacher factors of family size influencing students’ academic performance in Agricultural Science in secondary school in Umuahia Education zone of Abia state?        


1.5       HYPOTHESES                                                                                

The study will be guided by the following hypotheses which will be tested at 0.05 level of significance.

Ho1:     There is no significant difference between the mean responses of male and female teachers on the influence of teachers’ qualification on students’ academic performance in Agricultural Science.  

Ho2:     There is no significant difference between the mean responses of male and female teachers on the factors of work experience influencing  students’ academic performance in Agricultural Science.

Ho3:     There is no significant different between the mean responses of male and female teacher on the factors of methods of teaching influencing students academic performance in Agricultural Science.

Ho4:     There is no significant different between the mean responses of male and female teachers on the factors of family size influencing students’ academic performance in Agricultural Science.

 

1.6       SIGNIFICANCE OF THE STUDY

The application of the findings of this study when published will be of an immense benefit to the following: the students, teachers, ministry of education, ministry of education and other researchers.

The finding of this study will benefit the students in the area of knowing how to relate with their teachers and authority, because a cordial relationship among students and teachers will bring out the best in student academic performance.

The findings the study will benefit the teachers in assisting them plan and present their lesson excellently, and those unqualified teachers to go and further their studies so as to meet the minimum required qualification for teaching.

The finding of this study will be beneficial to the government by revealing the effect of teacher factor on students’ academic performance in our schools. It will consequently guide in adopting a new policy of recruiting teacher i.e. those with knowledge of content, teaching experience, professional certificate and overall academic ability.

The findings of the study will benefit individuals who are interested in knowing the factor of on students’ academic performance, and help in conference writing related to the area.

Also, it will benefit the society to dictate what is to be included in the curriculum so as to improve the quality of the teacher as well as the student.

Finally, the findings of the study will benefit the curriculum planners. The information from this study will be of benefit to the curriculum developers of the national policy on education to forestall all the lapses during the course of building.

 

1.7       SCOPE OF THE STUDY

The study sought at determine the perceived teacher factors influencing students’ academic performance in Umuahia North Education zones of Abia State. The research study is delimited to secondary schools offering Agricultural Science at SSCE level. The content scope of the study includes; Teacher qualification on students academic performance on Agricultural Science, Teachers’ year of experience,  teachers’ use of methods of teaching in Agricultural Science, and teachers family size on student academic performance on agricultural science. The respondents for this study was delimited to teachers’ in government secondary schools in Umuahia education zone

 

 

 

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