Effect of Teachers Variables on the Performance of Senior Secondary Students in Holy Child Secondary School
Chapter One
Objectives of the Study
The following are the objectives of this work:
- To determine the difference in academic performance of students taught in small class size and large class size in Holy child secondary school.
- To explore the difference in academic performance of students taught by teachers with higher teaching qualification teachers and those taught by teachers with lower teaching qualification in Holy child secondary school.
- To determine the difference in academic performance of students taught by experienced teachers and those taught by less experienced teachers in Holy Child secondary school.
- To investigate the difference between the academic performances of senior secondary school students located in rural and urban areas of Cross River State.
CHAPTER TWO
LITERATURE REVIEW
TEACHERS’ EDUCATIONAL QUALIFICATION AND STUDENT’S ACADEMIC PERFORMANCE
Interest in students’ performance and teacher qualifications has intensified among education policy makers and researchers (Odey and Odey, 2018). Studies have consistently shown that teacher quality whether measured by content, experience, training and credentials or general intellectual skills are strongly related to students’ academic performance (Bobbitt & Mcmillen 1994, Goldhaber & Anthony 2004). Adegbile and Adeyemi (2008) asserted that researchers and analysts argued that assigning experienced and qualified teacher to low performing schools and students is likely to pay off in better performance gaps. Conversely, Hanushek (1990) surveyed the results of 113 studies on the impact of teachers’ qualification on their students’ academic achievement. 85% of the study found no positive correlation between the educational performance of the students and the teachers’ educational background. The USA Science Report Card (1990) surveyed almost 20,000 students in grade 4,8 and 12. The survey demonstrates that there is no relationship between the science achievement of students and the certification level or advanced degrees of their teachers. Ferguson (1991), Ehrenberg and Brewer (1995) asserted that students learn more from teachers with strong academic skills. According to these researchers, teachers’ assignments depend on their qualification of the subject(s) being taught. Middle and high school students learn more from teachers who hold Bachelor or Master’s degree in the subjects they teach and from experienced teachers than they do from less experienced ones. In a study on human resource and organizational achievement, Egungum (1992) found that the placement of only the right employees in the right jobs, at the right time and places assist greatly in attainment of organizational set goals and objectives. Similarly, Bond, Smith, Baker and Hattie (2000), assessed two samples of teachers recruited from among those who had attempted to obtain National Board Certification in the areas of Middle Grade Level/Generalist, or Early Adolescent Level/English Language Arts. One of the comparism (N=31) consisted of those who did not achieve Board Certification through assessments; the other group consisted of those who achieved Board certification through assessments (N=34). All the teachers were well experienced and had prepared diligently for the examinations and spent considerable amount of time and money to demonstrate that they were accomplished teachers. The result of the study was very significant as the Board-certified teachers, in compares to those that failed to meet the Board standard on the assessments, excelled with statistical significance found in 11 of the 13 compares of the features. Thus, NBCTs were found to exhibit higher measure of use of knowledge, the depth of their representation of knowledge, their expressed passion, and their problem-solving skills. Bond, et.al (2000) therefore, concluded from this study that identifying and certifying teachers that are producing students who differ in profound and important ways from those taught by less qualified teachers. These students appear to exhibit an understanding of concepts targeted in instruction that is more integrated, more coherent, and at a higher level of abstraction than understanding achieved by other students. Darling-Hammond (2000) opined that teachers’ teaching qualification is a major quality of the teacher. This means that the qualification of a teacher matters when it comes to effective teaching. Darling-Hammond States that certificates or licensing status is a measure of teacher qualifications that combines aspects of knowledge about subject matter and about teaching and learning. Its differences in licensing requirements, but a standard certificate generally means that a teacher has been prepared in a state approved teacher education program at the undergraduate or graduate level and has completed either a major or a minor in the field(s) to be taught.
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.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes of individuals or elements that are homogeneous in description.
This study was carried to examine Effect of Teachers Variables on the performance of Senior Secondary Students in Holy Child Secondary school. Selected secondary schools in Calabar form the population of the study.
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 effect of Teachers Variables on the performance of Senior Secondary Students in Holy Child Secondary school. 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 effect of Teachers Variables on the performance of Senior Secondary Students in Holy Child Secondary school
Summary
This study was on effect of Teachers Variables on the performance of Senior Secondary Students in Holy Child Secondary school. Five objectives were raised which included: To determine the difference in academic performance of students taught in small class size and large class size in Holy child secondary school, to explore the difference in academic performance of students taught by teachers with higher teaching qualification teachers and those taught by teachers with lower teaching qualification in Holy child secondary school, to determine the difference in academic performance of students taught by experienced teachers and those taught by less experienced teachers in Holy Child secondary school and to investigate the difference between the academic performances of senior secondary school students located in rural and urban areas of Cross River State. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in Calabar. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
Considering the findings of this study, it was also concluded that teachers’ educational qualification and experience does not translate to the differences that exist in student’s academic performance in secondary school.
Recommendation
The teacher training institutions, should scrutinize the would-be teachers very well to see if their interest in the subject will be continuous. The perception of anything sort of this should be discouraged and should result to discontinuation by shifting over to specialized and train in another subject. This is because failure to do so will be detrimental to the teaching of the subject in schools.
- Based on the findings, it is recommended that the government should encourage experiences teachers to study on the jobs by providing them with more incentives and fringe benefits. The promotional prospect of the teachers should also be improved. The State Ministry of Education should make more efforts in the inspection and monitoring of schools to ensure inspection and motoring of schools to ensure that teachers stay on the job.
References
- Adegbile, J. A. and Adeyemi, B. A., 2008. Enhancing quality assurance through teachers’ effectiveness in Ille-Ife. Nigeria. Academic Journal. 3(2):61-65. Retrieved on January 10,2011 from http://www.academicjournals.org/ERR.
- Adetula, L. O., 1993. Different facets of research on effective teaching. Journal of Studies in Curriculum.4(1&2):33-47.
- Adeyemo, D. A., 2005. Parental involvement, interest in schooling and school environment as predictors of academic self-efficacy among fresh secondary school students in Oyo State NigeriaElectronic Journal of Research in Educational Psychology 5(1):163-180.
- Akiri, A. A. and Ugborugbo, N. M., 2009. Teachers’ effectiveness and students’ academic performance in public secondary schools in Delta State, Nigeria. Stud Home Comm Sci. 3(2):107- 113).
- Akpan, C. P., 1998. Improving teachers’ morale in school. Nigeria Journal of Educational Foundations 2(8):119-128.
- Aremu, A. O., 2000. Academic Performance 5 Factor Inventory. Ibadan: Stirling-Horden Publishers.
- Aremu, A. O. and Oluwole, D. A., 2001. Gender and birth order as predictors of normal pupils’ anxiety pattern in examination. Ibadan Journal of Educational Studies.1(1):1-7.
- Aremu, A. O. and Sokan, B. O., 2003. A MultiCausal Evaluation of academic performance of Nigerian learners: Issues and Implications for National Development Department of Guidance and Counseling. University of Ibadan, Ibadan.
