The Effect of Teacher’s Qualification on the Academic Achievement of Senior Secondary School Students in Igbo Language. (a Case Study of Idemili South L. G. A Anambra State
CHAPTER ONE
Purpose of Study
The purpose of this study was to determine the teachers qualification as a determinants of students performance in Igbo language in Owerri local government.
Specifically, the study sought to determine whether:
- teachers’ academic qualification is a determinant of academic performance in Igbo language.
- teachers’ professional qualification is a determinant of academic performance in Igbo language
- teaching experience is a determinant of academic performance in Igbo language
- teachers exposure on-the-job training is a determinant of academic performance in Igbo language.
- teachers’ interest is a determinant of academic performance in Igbo language.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Introduction
Teaching is a complex and multi-dimensional activity intimately involved in human behaviour. Understanding what constitutes quality teaching is complex. There needs to be a system in place that ensures that every child benefits from quality teaching. Providing access to learning is the collective responsibility of all role-players including the government, teachers, school management, parents and broader school community. Quality teaching is not only about how well the teacher presents the content or the quality of teaching skills. It is about the quality of the learning that takes place as a result of the teaching (Schreuder, 2014). Good teaching is the combination of writing, speaking, discussing, giving punishment, explaining, taking the exam at right time. Quality teaching pertains to what is being taught and how well it is being taught. The content should be appropriate, suitable and intended for a worthy purpose (Fenstermacher & Richardson, 2014). The curriculum mirrors the purposes and goals. It is rigorous, coherent and organised to teach the skills and knowledge needed by learners. Quality teacher is someone who has mastered the subject he or she teaches as well as how to teach it; understands how learners learn and knows how to address challenges or problems experienced by the learners; and is able to use effective teaching methods for all learners including those with special needs (Amoor, 2010). Education, and in particular the curriculum, which is developed to provide education, is dynamic and needs to be reformed constantly if it is to respond to an everchanging world. Professional development provides the support teachers need to learn, and be part of, pedagogical transition. The way teachers were trained during their initial training does not match what is require from them a number of years. Accounting is a subject that has received on-going criticism because of the poor performance of learners and declining numbers of those opting to do the subject. Professional development is crucial in ensuring quality teaching (Schreuder, 2014)
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain the effect of teacher’s qualification on the academic achievement of senior secondary school students in Igbo Language. (a case study of idemili South L. G. A Anambra State. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of teacher’s qualification on the academic achievement of senior secondary school students in Igbo Language.
Summary
This study was on the effect of teacher’s qualification on the academic achievement of senior secondary school students in Igbo Language. (a case study of idemili South L. G. A Anambra State. Three objectives were raised which included; teachers’ academic qualification is a determinant of academic performance in Igbo language, teachers’ professional qualification is a determinant of academic performance in Igbo language, teaching experience is a determinant of academic performance in Igbo language, teachers exposure on-the-job training is a determinant of academic performance in Igbo language and teachers’ interest is a determinant of academic performance in Igbo language. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from staffs of selected secondary schools in Idimili local government of Anambra state. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
This study examines the effects of teachers’ academic qualification and academic performance of student in Igbo language. The findings of the study revealed that all independent variables (teacher-student relationship, teachers’ academic qualification and experience) when taken together made significant contribution to students’ interest and achievement in Igbo language. In the same vein, all the teacher variables relatively made significant contribution to students’ interest in Igbo
Recommendation
Teachers should be exposed to seminars and workshop to upgrade and enhance their knowledge of Igbo language.
- Teachers should be regularly supervised and monitored on the general aspect of teaching and learning.
- Teachers should be able to establish good relationship with their students; this will enhance their interest in learning Igbo.
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