Full Project – EFFECT OF TEACHERS QUALIFICATION AND TEACHER EXPERIENCE ON THE ACADEMIC PERFORMANCE OF CHEMISTRY STUDENTS IN LAGOS STATE
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CHAPTER ONE
INTRODUCTION
Background to the Study
A qualified and experience chemistry teacher is expected to have particular professional and personal competencies. Academic and pedagogical competencies are included in professional skills. Academic competence refer to a teacher’s topic expertise. Pedagogical competence is the skill of teaching a subject while adhering to certain principles such as teaching from the known to the unknown, the concrete to the abstract, and the basic to the complex. The effectiveness of the chemistry instructor in the classroom is highly dependent on his or her readiness for the instructional process. It has been observed that the majority of secondary school chemistry teachers are not professional chemistry teachers and have not even completed a teacher training program. Occasionally, those who teach chemistry are graduates of pure physical sciences such as chemistry, engineering, or occasionally biochemistry. And, of course, many of these teachers do not hold a degree in education.
Teachers with multiphase background, training and qualification have over the years, dominated the teaching profession in Nigeria. With the emergence of new job opportunities, the teaching profession began to lose the best of its brain. Consequently, those who could not get better job stay on; new entrants use it as a stepping stone, while others who were not trained to teach but have no other job joined the teaching profession (Arisekola, 2007).
Teacher effectiveness hinges on mastery of the subject, ability to impart the subject matter to the learners and to exhibit the indices of educated person so as to achieve educational objectives. The educational objective focuses more on high students’ academic performance, in order for the students to be better individuals and contribute to the development of the nation as a whole (Abdullahi, 2006).
A qualified teacher is that teacher who establishes a pleasant, business like classroom climate, one that elicit students’ responsibilities and co-operation in doing academic work. Such teacher will receive high rating by students on cooperation and work engagement. For the teacher to achieve and maintain high success rates in students, the teacher needs to praise students’ successes, encouraging them to work hard and take responsibility for their academic progress (Adamson, 2004).
If the schools are to be vibrant place it ought to be, then all teachers to be involved in a continual search for meaning in our work, dialoguing and sharing with colleagues and constantly asking engaging questions like what are teachers’ doing? What are individual reasons? What effect do teacher’s actions have on student? Such posture coupled with a listening proprietor will in no small measure guarantee an appreciable level of teacher effectiveness. Smyth (2005:1).
Teachers are responsible for student academic performance; hence what really counts in determining the quality of a teacher is the quality of what goes on in the classroom. They should be guided and equipped by sound knowledge or relevant principles so as to cope with classroom situation.
The shabby treatments to teachers have culminated in the drift of some of the few trained teachers to better paid jobs. Teaching job should not be a dumping ground for the frustrated job seekers from other fields of specialization. The situations whereby all sorts of people with diverse qualifications are appointed as teachers have dampened effective teaching. (Okunola,1990).
Many authors have written on teacher’s qualification to enhance academic performance of students. More specifically, the use of qualified teaching staff is a sine qua non in improving student’s academic performance. Ali (2009) observes that there was statistically significant relationship between teacher qualification and student academic achievement. Gravestock & Gregor-Greenleaf (2008) states that the explanations for good or poor student’s academic performance have been quite exhaustive yet controversy still exists among scholars as to what contribute singly or jointly to students’ poor performance. The teacher qualification found to be dominant in cross-country studies are related to; prerequisite, experience, attitude and personality.
Science subjects like Chemistry occupies a special position in the senior secondary school curriculum in Nigeria. In the National Policy on Education (FRN, 2004), each senior secondary school student is expected to study at least a science subject (one of Chemistry, Chemistry, Physics or Health science). Okoye (2006) noted that Chemistry is mostly registered for in the Senior Secondary School Certificate Examination (SSCE) of West African Examination Council (WAEC) and National Examinations Council of Nigeria (NECO).
Onwuachu, (2009) have investigated reasons for students’ low achievement in Chemistry. Among the reasons were teachers’ failure to comply to professional ethics and conduct of teaching. Hence, every teacher has his/her own personality and attributes which shows individual teacher characteristics. With these problems, the limits to effective learning of Chemistry may have been minimally set. Accepted methods to overcome poor academic achievement in science have included the promotion of more effective teaching strategies and creation of more positive attitudes towards the learning of science.
An effective teacher is the one who can establish rapport with students and create a nurturing, caring environment for personal development. He is one who can activate and energizes students to work toward a more just and humane social order (Arende, Afason 2005).
Fagbamiye (2009) remarked that teachers’ competence contributes to pupils’ achievement. The observation by Okunola (2004) that no institution can rise above the quality of its personnel, gives credence to the fact that a person can only give what he/she have, in terms of knowledge or experience. A qualified teacher is more likely to achieve teaching effectiveness than unqualified ones. The recruitment of unqualified personnel led to the failure of Nigeria educational system in the 50’s and it’s is still part of the problem facing our educational system today. It is against this background that this study is carried out (Saovapa & Wiwat 2012).
Akinteye, (2011) writing on the code of conduct for teachers opines that one should be mindful that a profession exists for the best interest of the client, the teacher shall practice the profession with genuine interest, concern and consideration for the student. Teacher qualification is one of the major factors affecting the quality of teaching and learning in school. To improve students achievement levels, teachers must be knowledgeable and strive harder to keep informed of the most up-to-date methods and techniques in teaching. Thus, this study is undertaken to examine teachers qualification as a determinants of students performance in Chemistry in Yaba Local Government Area Of Lagos State.
Statement of the Study
There has been a public outcry on the poor performance of students in Chemistry. It is believed that if Chemistry concepts are not taught from known to unknown and from simple to complex, it is likely that students might find it difficult to understand the concepts taught. It has been observed that instructional materials for usage by the teachers in great qualities are being placed in school at decreasing rate.
The teachers problem today, than, is not the lack of materials, but how to make the best instructional use of those available to him (Jarolinek 2001). Unfortunately, teaching aids or instructional materials especially with the modern innovation are grossly lacking and faced with a lot of problems in its use by teachers.
Teachers are very vital in the educational system. They are the ones who interpret the goals of education and ensure that the children are educated in line with them. Since quality of output depends on the quality of input, the success or quantity of any educational system depends on the adequacy of quantity and quality as well as the level of devotion of its teaching workforce.
Mason (1990) pointed out that quality teacher is an important input in effective learning, since quality output depends on quality input. Taiwo (1990) has equally pointed out that teachers are very vital in any educational system as they are the ones who interpret the aims, goals and plans of education and ensure that the learners are educated in the directions of these aims and objectives. Babalola (2000) observed that achievement have generally taken the form of finding out whether human variables correlate highly with learners’ achievement. lyewarun (1994) said that teacher as a resource person helps individual student to find appropriate activities, information and methods of solving person or group problems. From the above, we can say that the success of any school program depends on no small measure on the teachers’ goodwill and professional competence. The problem lies in the recruitment of non qualify teachers; teachers who do not have any teaching qualification, an accountant teaching in schools, a teacher teaching without the necessary knowledge of how to cope with different type of students in the schools.
Purpose of Study
The purpose of this study was to effect of teachers qualification and teacher Experience on the academic performance of chemistry students in Yaba Local Government Area Of Lagos State.
Specifically, the study sought to determine whether:
- teachers’ academic qualification is a determinant of academic performance in Chemistry.
- teachers’ professional qualification is a determinant of academic performance in Chemistry.
- teaching experience is a determinant of academic performance in Chemistry.
- teachers exposure on-the-job training is a determinant of academic performance in Chemistry.
- teachers’ interest is a determinant of academic performance in Chemistry.
Research Questions
The following research questions are formulated to guide the study:
- Is teachers’ academic qualification a determinant of academic performance in Chemistry?
- Is teachers’ professional qualification a determinant of academic performance in Chemistry?
- Is teaching experience is a determinant of academic performance in Chemistry?
- Is teachers exposure to on-the-job training a determinant of academic performance in Chemistry?
- Is teachers’ interest a predictor of academic performance in Chemistry?
Research Hypotheses
The following null hypotheses (H0) are stated below:
- teachers’ academic qualification is not a determinant of academic performance in Chemistry.
- teachers’ professional qualification is not a determinant of academic performance in Chemistry
- teaching experience is not a determinant of academic performance in Chemistry
- teachers exposure on-the-job training is not a determinant of academic performance in Chemistry.
Significance of the Study
The result of this study would furnish educational policy makers and planners with relevant and up-to-date information on the effect of teachers qualification and teacher Experience on the academic performance of chemistry students in Yaba Local Government Area of Lagos State.
The study will further determine whether more qualified and experienced science teachers should be recruited as this will aid the use of more material resources that promotes good academic excellent in secondary school.
The research will contribute immensely to the entire nation as it will provide a framework upon which local and state government will address the problems of students in Chemistry via the teachers qualification in Yaba local government Area in particular and country as a whole. It will also enable individual mostly in Yaba local government to know the interrelation between student’s performance and teacher’s qualifications.
It will also look into how every teacher should display good ethics required of a professional teacher. In addition, it will give an insight into skills acquired by teachers and their ability to make use of the available resources.
The study was conducted to show those qualities of teachers which can make or mar organizational effectiveness. The results from the study would, therefore, be useful to government and most especially relevant agencies that are in charge of personnel administration in secondary education. They would be assisted to take cognizance of these qualities, thus emphasize them during recruitment exercise of teacher and on-going teacher administration. This will help to ensure qualitative recruitment exercise.
The findings from the study will also benefit those in charge of recruitment, placement and management of teaching personnel as well as their continuous development in the respective secondary education.
Also, the findings will be of value in terms of monitoring assessment in connection with accountability or reading of standards, assessment of teachers for professional improvement, determining teachers’ fitness for promotion as well as for refining professional classroom practices.
Delimitation of the Study
The scope of this study is delimited to the teachers qualification as a determinants of students performance in Chemistry in Yaba Local Government Area Of Lagos State. Also, the study is to be conducted on teachers’ qualities, such as, qualifications, experience, on-the-job training, and conditions of service and personality traits. The study therefore cover some selected secondary schools in Yaba Local Government Area of Lagos State.
Limitation of the Study
The challenges encountered in this study include:
- Reluctance of respondents to disclose information,
- Distance and area to cover within limited period of time could be a little bit difficult.
In addition, the study faced some challenges in the area of time allotted for its completion. Materials and financial resources also created some problems since the researchers could not have raised much fund for the conduct of the research being students.
Definitions of Terms
The following under listed are explained the way they are used in the context of the study.
Effect: The result or outcome of a cause.
Teachers’ qualification: This is the certification, experience, formal education, professional development, and years of training and licensing of a teacher before they can teach.
Academic performance: The level of attainment of a student in his subject of study. The grade or score in their respective subject of study.
Instructional materials: The things that are needed for a particular purpose of activity.
Teaching experience: Teaching experience means full-time employment which included full responsibility for the planning and delivery of instruction and evaluation of student learning. Substitute teaching is not considered full-time teaching experience.
Teacher quality– these are characteristics which could be determined or influenced by teachers’ performance. These include: qualifications (academic/professional), experience and exposure, to on-the-job training, conditions of service and personality traits.
Chemistry: Chemistry is the scientific study of the properties and behavior of matter. It is a natural science that covers the elements that make up matter to the compounds composed of atoms, molecules and ions
Students’ academic performance: the level of response of learners to evaluation by teachers on the particular subject at a particular time.
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