Influence of Teacher’s Qualification on Students’ Achievement in Physics
CHAPTER ONE
OBJECTIVES OF THE STUDY
The specified objectives are listed below:
- To find out if there is any relationship between teachers’ qualifications and students’ academic performance
- To discover to what extent would teachers’ attitude, student’s attitude, teachers’ workload, teachers’ experience and teachers’ qualifications when taken together predict students’ academic achievement at the SSCE level
- To examine the reasons for high rate in the increase of non-qualified physics teachers
CHAPTER TWO
REVIEW OF RELATED LITERATURE
INTRODUCTION
Rivkin, Hamshek and Kain (2006) found that teacher quality differences explained the largest portion of the variation in reading and math achievement. Jordan, Mendro and Weerasingle (1997) found that the difference between students who had three consecutive highly effective teachers (again defined as those whose students showed the most improvement and those who had three consecutive low-effect teachers (those with the least improvement) in the Dallas schools was 34 percentile points in reading achievement and 49 percentile points in math. There is growing interest in the professional development of educators as the demands, expectations, and requirements of teacher education increasingly come under scrutiny (Louhran2014). What the teacher does, influences, the whole process of learning. Effective teacher produces better performing students (Akiri 2013).Van den Bergh and Roos (2014) maintained that professional development of teachers can be effective and sustainable, if certain conditions are met (Curwood 2014). Besides, the analysis of Van den Bergh and Roos (2014) suggested that the implementation of educational reforms, including reforms associated with technology integration and literacy education, is often dependent upon teachers’ skills, values, and cultural models. While hiring of qualified teachers is encouraged for improvement of academic performance, theories from the study of Firestone(2014) caution that policies to remove ineffective teachers should not reduce autonomy or trust among effective teachers and that evaluations should provide teachers with useful feedback and policy makers with information on the conditions that facilitate good teaching. Empirical studies confirm relationships between qualifications of a teacher and learners academic achievement. Unanma et al. (2013) examined the relationship between Teacher’s academic qualifications and academic achievement of Senior Secondary school Students in Chemistry and discovered that there is a positive relationship between the variables. This was endorsed by the findings of Adeyemi (2014) in the reports to analysis the performance of the English Language Teachers (ELTs) and Teachers with Formal Education (TFEs) at secondary leveling public high schools. Adeyemi’s results show that those students who receive instruction from the ELTs show better results in the final examinations as compared to those who receive input from the TFEs. Boyd et al. (2008) explored that improvements in teacher qualifications, especially among the poorest schools, appear to have resulted in improved student achievement. They further elaborated that estimating the effect of teacher attributes using a value-added model predict that observable qualifications of teachers resulted in average improved achievement.
CHAPTER THREE
RESEARCH METHODOLOGY
Research design
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought influence of teacher’s qualification on students’ achievement in physics.
Sources of data collection
Data were collected from two main sources namely:
Primary source and Secondary source
Primary source:
These are materials of statistical investigation which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment; the researcher has adopted the questionnaire method for this study.
Secondary source:
These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain Influence of teacher’s qualification on students’ achievement in physics. 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 students’ achievement in physics
Summary
This study was on Influence of teacher’s qualification on students’ achievement in physics. Four objectives were raised which included: To find out if there is any relationship between teachers’ qualifications and students’ academic performance, to discover to what extent would teachers’ attitude, student’s attitude, teachers’ workload, teachers’ experience and teachers’ qualifications when taken together predict students’ academic achievement at the SSCE level, to examine the reasons for high rate in the increase of non-qualified physics teachers and to seek suggestions and proffers measure that will help physics teachers improve. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 staff of selected secondary schools in Lagos state. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made principals, vice principals administration, senior staff and junior staff were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
It can be concluded from the results of this study that teacher’s academic qualification only is not enough to positively affect academic performance of secondary school students but a professional qualification in a specified field of study. Though, this study showed that gender differences of the has no effect on their ability to impact knowledge, experience however, cannot be jettisoned when considering teacher’s effectiveness
Recommendation
Based on the findings of this study, the following recommendations were made:
- Teachers with professional qualification(s) at higher level should teach Physics in the secondary schools.
- Government should encourage the professional teachers especially in Physics through incentives and worthwhile science allowance.
- Practicing Physics teachers who are not professional should undergo in-service training such as seminars, Post Graduate Diploma Course in Education e.t.c. for effective discharge of their duties.
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