TABLE OF CONTENTS
CHAPTER
ONE
INTRODUCTION
Background
to the Study
Statement
of the Problem
Purpose
of the Study
Research Questions
Research Hypotheses
Scope of the Study
Significance
of the Study
Operational
Definition of Terms
CHAPTER TWO
REVIEW
OF RELATED LITERATURE
1. Concept of Teachers’ Quality
2. Concept of Students’ Academic Performance
3. Teachers’ Qualification and Students’ Academic Performance
4. Teachers’ Teaching Experience and Students’ Academic Performance
5.
Teachers’ Professional Qualification
and Students’ Academic Performance
6.
Conceptual
Framework on Teachers’ Quality and Students’ Academic Performance
7.
Appraisal of Literature Reviewed
CHAPTER
THREE
RESEARCH
METHODOLOGY
Research Design
Population,
Sample and Sampling Technique
Instrumentation
Procedure for Data Collection
Method
of Data Analysis
CHAPTER FOUR
DATA ANALYSIS AND RESULTS
Demographic
Data of the Respondents
Hypothesis
Testing and Discussion of Findings
Operational Hypotheses
Discussion
of Findings
CHAPTER FIVE
SUMMARY,
CONCLUSION AND RECOMMENDATIONS
Summary
Conclusion
Recommendations
REFERENCES
CHAPTER ONE
INTRODUCTION
Background to the Study
Sound secondary education is an indispensable
tool to a meaningful development of youths who are the respective leaders of
tomorrow. As a matter of fact, the learning and nurturing that occur during
these years have a profound impact on each student’s performance, as the
quality of students’ education at the secondary school level has much to do
with the quality of their adult life. Besides, secondary schools are also
elaborated, complex mini-societies whose internal organizational structures
have a direct impact on the lives of the individuals, and groups of individuals
who inhabit them (Lee, Bryk & Smith, 2003).
In
addition to their formal organizational structures, secondary schools are
equally inherent cultural entities replete with amazing arrays of artifacts,
rituals, and rites of passage all of which impact directly on the manner in
which their inhabitants negotiate the terms of their existence within those
institutions (Hemmings, 2000; Hoffman, 2003).
In
Nigeria, public discussions frequently focus on educational standards. The
public's unhappiness becomes more prominent following the annual release of the
West African Senior School Certificate Examination results. Student outcomes do
not match the government and parental investment. All stakeholders are
concerned about why the system is turning out graduates with poor results. To
them, it is questionable whether or not teachers are factors that determine the
effectiveness of schools and a qualified teacher in education should be
competent to teach effectively. The Federal Republic of Nigeria (2004) in the
National Policy of Education states that no education system can rise above the
quality of teachers in the system. Ogunsaju (2004) stated that the academic
standard in all Nigerian educational institutions has fallen considerably below
societal expectations. Blumende (2001) stated that the decline in the quality
of education cannot be ignored by anyone who is aware of the significant role
of education as an instrument of societal transformation and development. There
is a need to focus on teachers’ quality, adequacy and competency in respect to
their pedagogical practices and strategies and mastery of the curriculum and
subject content (Stuart, 2004, Rodgers, 2001).
Ijaiya
(1998) concurred and opined that improving the quality of the teaching force in
schools is seen as the key to raising students’ achievement. Thus, raising
educational standards should be the government’s number one priority. Lassa
(2000) claimed that education cannot be provided by just anybody, it requires a
qualified and competent teacher who plans and delivers the lessons or
instruction in such a way that objectives can be achieved. An uncertified
teacher cannot prepare students for WASCE/GCE because it is unlikely that they
could pass. Owolabi (2007) stated that
government should find all possible means to retain veteran and experienced
teachers who are still willing to serve so that they can contribute their wealth
of experience to improving the system. Therefore, the kind of teachers trained
and posted to schools may well determine what the next generation will be like
and the level of students’ academic performance.
Adeniyi (2001) argued that the falling
standards in Nigeria’s educational system can also be traced to cultural,
religious, social, technological and above all economic reasons. Standard in
this context is the degree of excellence required for a particular purpose; it
is an accepted or approved example against which others are judged or measured.
However, this study takes another dimension with the main focus on the role of
teachers and their influence on the quality of teaching and learning.
In addition, it has been alleged that what is
wrong with secondary education cannot be fixed with teachers alone, yet there
is no doubt that man’s contemporary existence is dominated by teaching. There
is also a universal recognition of the need to use professionally qualified
teachers in instructional processes as an era of globalization where school
effectiveness and quality improvement is the order of the day. Up until now,
Nigeria is on the wrong side of the international effort of secondary school
reform movement. Because, Nigeria has failed to actively engage in such reform
movements. The reason for secondary school reform for example, is a significant
aspect in the maintenance of balance between greater institutional
self-sufficiency and public accountability. International reforms of
schools aimed at creating school effectiveness and quality improvement is an
effort in the 21st century to improve quality in education. However, Nigeria
cannot afford to be on the erroneous surface (Adeniyi, 2001). Moreover,
secondary schools in Nigeria are not given adequate funds to provide furniture,
relevant textbooks, sponsor teachers for professional course and adequate
classroom let alone being given adequate fund to purchase modern equipment to
aid instruction that will go a long way to fast track and improve the quality
of teachers in schools (Aduwa-Ogiegbaen&Iyamu 2005; Adeniyi 2001).
The development of a national core curriculum for science to both the
primary and the secondary school level has helped to specify the area of
competency required by students in order to develop the correct attitude to
science. Gongden and lohdip (2011) stated the curriculum however well planned,
developed and interpreted will come for short of our hopes unless it is applied
by teachers who are themselves the product of its philosophy.
For many years educators and researchers have debated and pointed out so
many factors which influence student’s academic performance. Kennedy (2010)
stated school factors ( e.g work load, class size, laboratories and distance
from schools), teachers qualification, teachers teaching experiences, teachers
gender and teachers attitudes as a factors which influence academic performance
of students in chemistry. Jimoh (2008) revealed that students and examiners
perceived topic as difficult, and teachers perceived 8 topics as difficult in
applied electricity and showed that inadequacy of teaching materials, texts
books, poor student-teacher mathematics ability were variables responsible for
perceived difficulties indicate. Jimmy (2014) concluded that teacher’s
competency in teaching and learning is an important factor in determing the
success to a teaching session. Their ability and wisdom in handing learning
activities will have a direct impact on student’s active involvement in
learning activities.
Teachers have been know to have important influence on students academic
performance and they also play a crucial role in educational attainment because
the teachers is ultimately responsible for translating educational policies and
principle into actions based on practice during interaction with the students
(Afe,2001). Both teaching and learning depend on teachers: no wonder an
effective teachers has been conceptualized as one who produces desired issues
in the course of his duty as a teacher (Uchefuna, 2001).Considering governments
huge investment in public education, its output in terms of quality of students
has been observed to be unequal with government expenditure consequent upon the
observed deterioration in the academic achievement, attitude and value of
secondary school students in public secondary schools, one wonder if the high
failure rates and the failure of the students especial in external examinations
is not a reflection of the instructional quality in the schools. Therefore, the
negative attitude of teachers in classroom interaction with the students could
be responsible for he observed poor performance of students and the widely
acclaimed fallen standard of education in Nigeria.
Maria and Marie (2012) claimed that female students with an unobserved
propensity for achievement are more likely to be matched with female teachers
(and vice versa for male students), not at all by the positive impact of
matching a students to same gender teacher. According to Thomas (2006),
students are more engaged, behave more appropriately and perform at higher level
when taught by one who are of the same gender. The quality of education and
performance of students depends on the teachers as reflected in the discharge
of their duties. Over times students academic performance in both internal and
external examination in chemistry had been used in determine the variable of
teachers and teaching (Ajao, 2001). This was buttressed by Ogunsaju (2004) that
the academic standard of students in all Nigeria educational institutions has
fallen considerably below societal expectations.
Therefore, this study
investigated teachers’ quality and students’ academic performance in Ogbomoso South Local Government Area Secondary Schools,
Oyo State.
Statement of the Problem
The success of teaching-
learning process is dependent upon the characteristics of teachers. It is
agreeable and believable that students’ achievement is a corporate
responsibility among teachers, parents, and the school principal. There have been incessant complaints and comments from
stakeholders that the standard of education is falling due to poor performance
of secondary school students’ in public examinations like WAEC, NECO, and JAMB
on yearly basis. Yahaya (2003) stressed further that the high rate of
maladjusted behaviours among students (e.g. cultism, examination malpractice's,
drug and sex abuse) are attributable to the mass failure in some core school
subjects.
Rosenholtz (2001) asserted that students, who are curious stakeholders in
educational enterprise, have long suspected and speculated their schools lack
some elements of school culture, hence, some of their teachers lack the
necessary quality and professional (not academic) qualification (that is,
skills, techniques, strategies, temperament etc.) required to communicate,
concepts, ideas and principles in a way that would facilitate effective
learning. Bamidele and Adetunji
(2013) claimed that teachers do not expose the students to meaningful learning
due to their desire to cover the syllabus. The researcher further explained
that the economic situation of the country did not encourage Nigerian teachers
to try out new methods of teaching.
Olatoun
(2002) carried out research on teachers’
quality and students' academic performance in public secondary schools in a
sample of Local Government Areas (LGA) of Ogun State. The study has
shown that there was a positive and significant relationship between teachers’
characteristics and students’ academic performance in the secondary schools. In this study, the researcher sought
to establish if there was significant relationship between teachers’ quality
and students’ academic performance in
Ogbomoso South Local Government Area Secondary Schools, Oyo State.
Purpose of the Study
The main purpose of this
study was to investigate teachers’ quality and students’ academic performance in Ogbomoso South Local
Government Area Secondary Schools, Oyo State. Specifically, the purposes
were to
1
establish the relationship between teachers’ academic qualifications and students’
academic performance in Ogbomoso South
Local Government Area Secondary Schools,
Oyo State
2
find out the influence of teachers’ years of
teaching experience and students’
academic performance in Ogbomoso South
Local Government Area Secondary Schools,
Oyo State
3
investigate teachers’ exposure to in-
service training and students’ academic performance
in Ogbomoso South Local Government Secondary
Area Schools, Oyo State
4
investigate teachers’ professional
qualification and students’ academic performance
in Ogbomoso South Local Government Area
Secondary Schools, Oyo State
Research Questions
The following research questions were raised to guide the conduct of the
study:
1.
What is the teachers’ quality inherited in
teachers in Ogbomoso South Local
Government Area Secondary Schools, Oyo State?
2.
To what extent does teachers’ quality
improve students’ academic performance
in Ogbomoso South Local Government Area Secondary Schools, Oyo State?
3.
What is the impact of teachers’ academic qualifications on students’ academic performance in Ogbomoso South Local Government
Area Secondary Schools, Oyo State?
4.
What is the influence
of teachers’ years of teaching experience on
students’ academic performance in
Ogbomoso South Local Government Area Secondary Schools, Oyo State?
5.
Does teachers’ exposure to in-
service training have impact on students’ academic performance in Ogbomoso South Local Government Secondary Area Schools, Oyo State?
6.
What is the influence of teachers’
professional qualification on students’ academic performance in Ogbomoso South Local Government Area Secondary
Schools, Oyo State?
Research Hypotheses
Ho: There is no significant relationship
between teachers’ quality and students’ academic performance in Ogbomoso South Local Government Area Secondary Schools,
Oyo State.
Operational Hypotheses
Ho1: There is no significant
relationship between teachers’ academic qualifications and students’ academic performance in Ogbomoso South Local
Government Area Secondary Schools, Oyo State
Ho2: There is no significant relationship
between teachers’ years of teaching experience and students’ academic performance in Ogbomoso South Local
Government Area Secondary Schools, Oyo State
Ho3: There is no significant relationship
between teachers’ exposure to in- service training and students’ academic performance in Ogbomoso South Local
Government Area Secondary Schools, Oyo State.
Ho4: There is no significant relationship between
teachers’ professional qualification and students’ academic performance in Ogbomoso South Local
Government Area Secondary Schools, Oyo State
Scope of the Study
The research work focused
on teachers’ quality and students’ academic performance in Ogbomoso South Local Government Area Secondary Schools,
Oyo State. The study was limited to public secondary schools in the
L.G.A. Also, the study covered the variables of teachers’ academic
qualification, teachers’ years of teaching experience, teachers’ exposure to
in- service training and teachers’ professional qualification. Descriptive and
inferential statistics was used for data analysis.
Significance of the Study
The findings of the study would be
beneficial to students, teacher, curriculum planners, school administrators,
ministry of education and future researchers in education.
The finding will be useful to
students to indentify students’ factors that influence their performance which
include, attitude to learning, background knowledge in integrated science, lack
of interest on the part of students and so on This will re-orient students with
negative attitude toward subjects especially the way students perceived some
subjects a very difficult subject to understand.
This study has the potential to guide educational managers and secondary
teachers about the role of teachers in the educational process. They make the
vision about teachers from the present scenario and how to improve the
qualities of teachers and the situation through adopting a better policy about
teachers.
The result
of this study will assist educational managers, administrators, and technocrats
in the formulation and execution of educational policy towards the attainment
of the overall educational goals and objectives as stated in the National
Policy on Education (FGN, 2004) so that, teachers’ characteristics in
educational system can be improved efficiently and effectively.
Operational Definition of Terms
For this study, this section defines the variables and the important
terms as they are used in this study.
Teachers’ Quality: These are attributes
that describe the teachers. They include teachers’ qualifications, experience, teachers’
exposure to in- service training and classroom management.
Teachers’ Experience: Teacher experience will be considered in terms
of the period or number of years teachers spend in a teaching profession in
schools. For example 5-10 years, 11years & above
Teachers’ Qualification: refers to pre-service qualification and the
frequency of attending in-service training. They include a bachelor of
education science degree, Bachelor of Science degree; diploma in education or
masters degree. For example (B.ED), NCE, Bachelor Degree (B.Ed ),B.Sc with PGDE also qualifies for this category,
M.Ed etc
Teachers’
In-Service Training: This is a continuous exercise for school teachers
towards education and related subject matter both short-term and long-term
programme to fulfil their needs for teachers’ professional development i.e.
attending workshops, seminar and orientation.
Teachers’ Professional Qualification: refers
to the additional qualifications acquired by a teacher in the teaching
profession; i.e. postgraduate study and its effect to educational benefit in
school.
Students’ Academic Performance: This is
regarded as the display of knowledge attained or skills shown in the school
subjects such performance are indicated by test scores or by marks assigned by
teachers. Students’ Academic Performance Proforma to collect students’ WAEC results
from 2014 to 2016.
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