TEACHER’S QUALIFICATION AND STUDENT ACADEMIC PERFORMANCE IN LAGOS STATE UNIVERSITY, OJO NIGERIA
ABSTRACT
This
study examined the Teacher’s qualification and student academic performance in
Lagos State University, ojo Nigeria. In
this study five question and two hypotheses were develop frequency comp and
percentages was used to analysed the table, the result from the analysis shows,
that teacher qualities has strong influence in academic achievement of Lagos
State University students, significant relationship exist between teachers
years of experience students academic performance in Their various courses and
it was recommend that there is need for quality planning quality assurance
mechanism needs to be implemented for continuous
monitoring of each public secondary school among others.
TABLE OF
CONTENTS
PAGE
Title
page i
Certification ii
Dedication
iii
Acknowledgement
iv
Table
of content v
List
of table vi
Abstract vii
CHAPTER ONE: INTRODUCTION
1.1 Background to the study 1
1.2 Statement of Research Problems 5
1.3 Purpose of the Study 5
1.4 Research Question 6
1.5 Research Hypothesis 6
1.6 Scope and limitation of the study 7
1.7 Significance of the study 8
1.8 Definition of terms 8
CHAPTER TWO: LITERATURE REVIEW
2.1 The nature and definition of teacher’s
educational qualification 10
2.2 Concept and causes of poor academic
performance among
secondary school students in Their various courses 13
2.3 Factors affecting teachers academic
qualification in Their various courses 25
2.4 The need for teacher education 28
2.5 The need for educational planning and human
capital development 31
CHAPTER THREE: RESEARCH
METHODOLOGY
3.1 Research Design 35
3.2 Population of the study 35
3.3 Sample and sampling technique 35
3.4 Research instrument 36
3.5 Validity and reliability of research
instrument 36
CHAPTER FOUR: DATA ANALYSIS AND
DISCUSSION OF RESULTS
4.1 Introduction 37
4.2 Age of the respondents 37
4.3 Gender of the respondents 38
4.4 Qualification of the respondents 39
4.5 Hypothesis testing 40
4.6 Discussion of results 51
CHAPTER FIVE: SUMMARY, CONCLUSION
AND RECOMMENDATIONS
5.1 Summary of findings 53
5.2 Conclusion 53
5.3 Recommendation 56
REFERENCES 60
Appendix 1: Questionnaire 63
LIST OF TABLES
PAGE
Table
4.1 Frequency distribution of the 50
students by age group 31
Table
4.2 Frequency distribution of the 50
students by gender 32
Table 4.3 Frequency distribution of the 50 respondents by the highest
educational qualification attained by their teachers 33
Table
4.4 Respondents data 1 34
Table 4.4.1 Hypothesis testing 1 35
Table
4.5 Respondents data 2 36
Table 4.4.2 Hypothesis testing 2 37
Table 4.6 Respondents data 3 39
Table 4.4.3 Hypothesis testing 3 40
Table 4.7 Respondents data 4 41
Table 4.4.4 Hypothesis testing 4 42
Table 4.8 Respondents data 5 43
Table 4.4.5 Hypothesis testing 5 44
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND
TO THE STUDY
It is imperative to enunciate the nature and trend
of educational progress in any developing country. Education is a systematic
intellectual and moral training, geared towards obtaining knowledge,
development of character and also mental development that will ensure human
survival. This becomes a reality through effective teaching and learning. The
performance of students in school greatly depends on the ability and capacity
of the prospective teachers and the school administration.
Hence, an efficient, reliable and courteous
teacher equipped with professionalism, creative imagination, costly ingenuity
and depth of experience is a necessity for optimal performance in the 21st
century.
The differential scholastic achievement of
students in Nigeria has been and is still a source of concern and research
interest to educators, government and parents. This is so because of the great
importance that education has on the national development of the country. All
over the country, there is a consensus of opinion about the fallen standard of
education in Nigeria (Adebule, 2014). Parents and government are in total
agreement that their huge investment on education is not yielding the desired
dividend. Teachers also complain of students’ low performance at both internal
and external examination. The annual releases of Lagos State University
Certificate Examination results (SSCE)
conducted by National University Commission (NUC)
justified the problematic nature and generalization of poor secondary school
students’ performance in different school subjects.
The National Policy of Education states, “No
Education system can rise above the quality of teachers in the system” (Fgn, 2008).
Orgunsaju (2014), states that the academic standard in all Nigerian educational
institutions has fallen considerably below societal expectations. Blumende (2007),
corroborated this view when he reported 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’ adequacy and competency in respect to their
pedagogical practices and strategies and mastery of the curriculum and subject
content (Chall & Popp, 2008 ; Stuart, 2014; Rodgers, 2007). In support of
the aforementioned scholars, Ekwesili (2008), institutionalized the Private
Public Partnership (PPP) and School Based management Committee (SBMC) to manage
secondary education and to promote school effectiveness since students’ success
depends on the amount of learning that takes place in the classroom and other
related how effective and efficient the teacher performs in schools. Ijaiya (2016),
concurred and opined that improving the quality of the teaching force in
schools is seen as the key to raising student achievement. Thus, raising
educational standards should be the government’s number one priority.
Similarly, Lassa (2010), and Guga (2016), claimed that education cannot be
provided by just anybody, it requires a 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. Corroborating
this,,. 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.
The Baguada Seminar Reports on Quantities and Qualities in Nigerian Education
(NERC, 2008) as cited by ESA, (2015) also shared the consensus that teachers are the main
determinants of quality in education: If they are apathetic, uncommitted,
uninspired, lazy, unmotivated, immoral, and anti-social, the whole nation is
doomed. If they are ignorant in their disciplines and thus impart wrong
information, they are not only useless but dangerous. Therefore, the kind of
teachers trained and posted to schools may well determine what the next
generation will be like. Based on the aforementioned statement, this study
examined the relationship between the quantity and quality of teachers/the
relationship between the quality and quality of teachers/principals and
students’ academic performance in Their various courses .
Abraham and Keith (2008), used a questionnaire as
the basis for constructing an index of school effectiveness. Their findings
revealed that teachers were the key drivers of internal school conditions for
effectiveness, development and school change. Ibitoye (2009), discovered that
there is a significant relationship between enrolment, utilization of
classrooms provided for teachers, the teaching of learning activities and
students
academic performance. In the same way, Akpofure
and N’dipu, (2010), reported the need for schools to maintain a manageable
carrying capacity in utilization of classrooms, libraries and laboratories for
effective teaching and learning. To them, this will pave the way for quality
assurance in schools. A similar study by Aduwa (2014), on determinants of
students’ academic success, reported that a student’s home environment, their
cognitive abilities, self-esteem, self-concept, (2015), contended that the
provision of all these factors may not have significant principals, teachers
and other school teams. Also Ehrenberg and Brewer 2014), and Ferguson (2009)
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’s or Master’s degrees in the
subjects they teach and from experienced teachers than they do from less
experienced ones (Darling-Hammond, 2010).
In a study on human resource and organizational
achievement, Egungun (2012) 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.
Different studies showed that the most important
resource input in the school is teacher quality (TQ) that predicts student
achievement. The economists, who measure the effect of TQ on student learning
and achievement, provide
evidence of
the importance of teaching. Researchers look for he teachers’ effectiveness as
a determining factor for student achievement. An effective teacher will have students
with a good test score. In this way, the researchers isolate he effect of TQ
from that of other factors that may affect student achievement.
TQ has an
important role in student achievement as Goldhaber (2009) stated that:
Teachers
clearly play an important role in shaping the future of individuals as well as
of entire generations and in recent years, new research has demonstrated the
dramatic effect that teachers can have on the outcomes of students from all
academic and social backgrounds.
1.2 STATEMENT
OF THE PROBLEM
The annual
release of UNIVERSITY results conducted by the NUC justified the problematic
nature and generalization of poor secondary school students’ performance in
different school subjects including Their various courses . In
the just concluded UNIVERSITY examination, NUC made known that only 20% of
students passed five (5) compulsory subjects. Adebule (2014), stated that all over the country, there is a
consensus of opinion about the fallen standard of education in Nigeria. Parents
and Government are in total agreement that their huge investment on education
is not yielding the desired dividend. Morakinyo,
(2009) believe that the falling standard of academic achievement is
attributable to teachers’ non use of verbal reinforcement.
So therefore,
it is observed severally that Lagos State University school students pay less
attention to elective subjects i.e Their various courses and teachers’ attitude
towards changing this view in students through their prospective skills, method
of teaching and level of experience is poor.
1.3 PURPOSE
OF THE STUDY
The purpose of
the study is to examine the impact of teacher’s educational qualification on
the performance of Lagos State University school students in Their various
courses . Specifically, the objectives of the study
are:
·
To Examine the
impact of teacher quality on the academic achievement of secondary school
students in Their various courses .
·
Determine the
qualities that make up a good Their various courses teacher.
·
Examine the
roles of Their various courses teachers
in improving students’ performance.
·
Examine the
relationship between Their various courses
teachers teaching method and students performance.
·
Suggest for
educational planners and policy makers in the state teaching service
commission.