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THE EFFECT OF ACADEMIC QUALIFICATIONS OF BIOLOGY TEACHERS ON THE PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN EXTERNAL EXAMINATION
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The school environment has a strong positive relationship with
students’ ratings of their overall school satisfaction, students’
self-esteem, and academic performance. Teacher’s competency enhances
a teacher’s ability to create an environment that is fair,
understanding, and accepting of diverse students, ideas, experiences,
and backgrounds. Teachers have been found to be the single most
important factor influencing student achievement (Cochran-Smith, 2002;
Kaplan & Owings, 2002; Lasley, Siedentop, & Yinger, 2006). The present
study will focus on factors which may influence teacher’s competency
in classroom situation, including (a) teacher use of Continuous
Assessment, a technology-based tool the teacher can use for
communication with students, (b) number of special education students,
(c) class size, (d) teacher use of research based best practices, and
(e) instructional leadership. Few studies have examined the factors
together applying a mixed methods research approach to identify the
complex relationships between all of the factors and student
achievement.
A study of teacher classroom practices as they relate to
student achievement is important for several reasons. Understanding
the reasons why the teacher is important will give insight to
professional development planners. Identifying such factors
contributing to increased student achievement is paramount in this age
of accountability. The Federal of Nigeria mandates for student
achievement through the various examination bodies are not going away;
schools are held accountable through statewide assessments of all
students. Teachers need to be held to high standards and implement
research-based best practices in their classrooms. Identifying
factors contributing to student achievement is very important.
Regarding leadership, the principal indirectly impacts the performance
of teachers under his or her leadership as well as the climate and
culture of the building (Stewart, 2008).
The idea of highly qualified teachers is a good one, but
compliance has not been widespread (Viadero, 2007). Some states in
Nigeria have set low expectations for teacher quality, and sometimes
it depends on what school in which a teacher teaches in. The question
which begs to be asked is what defines teacher quality? If a student
is asked about a teacher who is highly qualified, they will most
likely say that it is the teachers who spend extra time with them and
who makes the class content clear and attainable (Lewis, 2005).
Conversely, the unqualified teachers are the ones who are boring and
don’t connect with them. Students don’t care about educational
certificates or years of experience. Anobi (2006) recognizes that as
true educators, teachers are always learning; and teachers need to
continue to define the meaning of highly qualified, instead of doing
as little as possible within the meaning of the law. As teachers,
educators need to move from mere competence to excellence in practice.
Defining teacher quality is a question that resurfaces again in the
literature on teacher preparation. Does content knowledge in addition
to knowledge about teaching make a difference in student achievement
(Kaplan & Owings, 2001)? One group believes quality teachers possess
content knowledge and have studied instructional ideas and practices
that have increased student achievement, while another group believes
teachers just need strong content knowledge. Kaplan and Owings (2001)
found disagreement in the literature over whether traditional teacher
preparation positively affected student achievement. They found that
teachers who learn and practice sound pedagogical practices techniques
can affect students’ measured achievements and also students whose
teachers had strong content knowledge and had learned to work with
students who came from different cultures or special needs tested
higher than one full grade over their peers.
Due to the increasing nature of poor academic performance of secondary
school students especially in external examinations like West African
Examination Council (WAEC) or Joint Admission Matriculation Board
(JAMB), many educationists tend to shift the blame on lack of fund
from the government to provide quality textbooks. However, these might
not be the main reasons why students perform poorly in examinations.
It is clear from all indications that some secondary school teachers
are not competent which might lead to poor academic performance of the
students.
1.2 Statement of the Problem
Competent teachers are the most critical piece in improving student
achievement and closing the achievement gap. The most important
difference between the most and least effective classrooms is the
teacher (William, 2007). The single most important influence on
student learning is the quality of teaching, yet most schools don’t
define what good teaching is (Danielson, 2006). This is a problem
because if it is not defined, teachers may not be given the
opportunities to improve practices in the classroom, it is the
student’s achievement that may be harmed as a result.
1.3 Objectives of the Study
The primary aim of this study was to examine the effects of teacher’s
competence on students’ academic performance. This general aim is
expressed in the following specific objectives which are to:
1. Assess teacher’s competence in secondary school;
2. Examine factors influencing teacher’s competence
3. Investigate the student perceptions of teacher leadership style and
how these perceptions affect students’ academic performance
4. Examine the impact of teaching styles on students’ academic performance
1.4 Research Questions
The following research questions will be addressed by this study:
i. To what degree does teacher’s competence affect students’ academic
performance?
ii. Is there any significant relationship between teacher’s leadership
style and students’ academic performance?
iii. Is there any significant relationship between teaching style and
students’ academic performance?
iv. Is there any significant relationship between teacher’s
personality type and academic performance of students in secondary
school?
1.5 Research Hypotheses
Ho1 There is no significant relationship between teacher’s competency
and academic performance of students
Ho2 There is no significant relationship between teacher’s leadership
style and students’ academic performance
Ho3 There is no significant relationship between teaching style and
students’ academic performance
Ho4 There is no significant relationship between teacher’s personality
type and academic performance of students in secondary school
1.6 Significance of the Study
A major concern in schools is to increase student achievement. One way
to do this is to focus on classroom environment with the teacher at
the centre which will influence student achievement and create the
best environment in which to facilitate learning and engage students.
The study is therefore significant for the following reasons:
• This study will be useful to both teachers and students who
may want to know the factors that could make or mar student’s academic
performance.
• Understanding classroom climate variables will allow for
professional development for teachers to focus on areas to increase
student achievement.
• Lastly, understanding the importance of teachers and their
impact on student performance will help school administrators at
secondary schools retrain teachers to make their teachings
student-centered.
1.7 Scope/Delimitations of the Study
This study centers on the effects of teacher’s copmptence on academic
performance of students in Abeokuta North Local Government Area of
Ogun State. It is aimed at all secondary school students in Abeokuta
North Local Government but due to time, money and other factors it
will be limited to only five schools in Abeokuta North Local
Government Area of Ogun State.
1.8 Definitions of Terms
Relative to this study, definitions to the following terms are
provided in order to clarify each in the context of the topic:
Academic Achievement- Student performance on state assessments
(Cunnigham, 2003).
However, for the purpose of the proposed study, overall class average
will be the measure of academic achievement used. This term is used
interchangeably with student achievement.
Class Size- The number of students in a class, which varies
considerably from day to day; and at different times throughout the
day because of student mobility, truancy, and absences
Classroom Climate- The classroom environment involving the shared
perceptions of the students and the teachers.
School Climate- The shared beliefs, values, and attitudes that shape
interactions between students, teachers, principals, and set the tone
of acceptable behavior for the school
Student Achievement- Student performance on state assessments.
However, for the purpose of the proposed study, overall class average
will be the measure of academic achievement used. This term is used
interchangeably with academic achievement.
Teacher’s Competence- For the purpose of the proposed study an
effective teacher will be defined as a teacher who has a high overall
class average and a high number of posted homework assignments.
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