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THE EFFECTS OF QUALIFICATION OF AGRICULTURAL SCIENCE TEACHERS ON THE PERFORMANCE OF SECONDARY SCHOOLS IN NSUKKA LOCAL GOVERNMENT AREA

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THE EFFECTS OF QUALIFICATION OF AGRICULTURAL SCIENCE TEACHERS ON THE PERFORMANCE OF SECONDARY SCHOOLS IN NSUKKA LOCAL GOVERNMENT AREA

 

Abstract

The study was designed to find out if the qualification of the Agricultural science teachers has direct or indirect bearing on the performance of the students in Agricultural science. The topic was built on the assumption, apparently shared by most people especially our educational policy makers, that any fluent speaker or native speaker of Agricultural science automatically becomes an effective Agricultural science teacher. Three secondary schools within Nsukka were selected for the study. Questionnaires were distributed to the students, teachers and principals in the selected schools. The responses were analyzed using simple statistical methods. The study found out that teachers qualifications do affect students performance. Recommendations were made on how to improve on the quality of teachers already in the classroom.

 

CHAPTER ONE

INTRODUCTION

 

Background of the study

Teachers have been found to be the single most important factors influencing student’s performance; they are believed to be important for effective teaching. Viewing student performance as evidence of learning and liking student learning to effective, successful or experience, teacher is one way of defining quality teaching. Lack of qualified teachers as well as experiences in teaching can cause poor performance of the student.

 

Teacher experience enhance teachers ability to create an environment that is fair, understanding and accepting students idea,  experience and backgrounds, unqualified teaches cannot prepare students for WAEC/GCE examination because it is unlikely that they could pass. The idea of highly qualified teachers is a good one, but compliance has not widespread, some states in Nigeria have set low expectations for teacher quality and sometimes it depends on what school, in which a teachers in.

 

The question which begs to be asked is what defines teacher qualify? 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 course contents 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) recognize that as true educators, teachers are always learning and teachers needs to continue to define the meaning of highly qualified instead of doing as little as possible within the meaning of the law. As a teacher, educators need to move from more competence to excellence in practice.

 

Due to increasing nature of poor performance of secondary students especially in external examinations like West African Examinations Council (WAEC) or Joint Admission Matriculation Board (JAMB) many educationist tend to shift the blame on lack of found from the agricultural science to provide quality textbooks. However, these might not be the main reasons why student’s perform poorly in examinations. It is clear from all indications that some secondary school teachers are not qualified which might lead to poor performance of the student in Agricultural science. Any interactive activity between a teacher and the students is expected to produce learning outcomes in the learners. When such an activity failed to produce a change in behavior (learning) in the learners then there is a problem.

 

The performance of students in science generally is a major concern to science educators. Aghyeneku in Saiyo and Sofeme (2008) noted that student’s performance in science subject is low both in national and state examinations. A number of reasons can be identified to be accountable for the poor performance of students in science. These include: the science curricula, teachers’ method of teaching, parents, agricultural science, lack of science facilities and others (Ahakwo, 2003). Survey from schools (Ajayi, 2007) revealed that inadequacy facilities in the schools also affect negatively the effective learning of Agricultural science in the schools.

 

According to Ango (2000), students’ poor performance in Agricultural science globally is basically due to lack of involving the students in the teaching learning activities right from the beginning of any new concept to be taught, lack of qualified teachers as well as experiences in teaching and unavailability and or insufficiency of materials in the laboratories.

 

The need to wage war against the poor performances in government in our schools and colleges in Ijero Local agricultural science Area of Ekiti State cannot be over emphasized, considering the failure rate of students in the subject. This situation has given parent’s teachers and students a great concern.

 

The purpose of this research therefore is to find out the effect of teacher’s qualification on the performance of students in senior secondary school examinations.

 

Statement of the problem

Agricultural science is a broad multidisciplinary field of biology that encompasses the parts of exact, natural, economic and social sciences that are used in the practice and understanding of agriculture.

In recent times, the performance of students in Agricultural science is very appalled, hence, calls for attention. The consequence of this might result from unqualified teachers handling this subject in the secondary schools.

 

Purpose of the study

The study investigated the effect of teacher’s qualification on the performance of students in Agricultural science in Ijero Local Agricultural science area. It compared the performances of students in Agricultural science Between those taught by qualified teachers and those taught by unqualified teachers.

 

Significance of the study

The study is significant for the following reasons:-

 

This study will be used 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 developments for teachers in focus on areas to increase student achievement.

Understanding the importance of teachers and their impact on student performance will help school administrators at secondary schools retain teachers to make their teachings student centred

 

Research Hypotheses

 

The following hypotheses were raised for the purpose of this study.

 

H01 There is no significant difference in the performance of students taught by teachers with high qualification and those taught by teachers with low qualification.

 

H02   There is no significance difference in the performance of students taught by male and female skilled teachers.

 

H03 There is no significant difference in the performance of students taught by long time experience and short time experience skilled teachers.

 

Delimitations of the study

Delimitations of this study was to review several literatures in teachers qualification. The reviewed considered teachers qualify the view of federal Agricultural science on regunrment for teaching in secondary school and so on.

 

Assumptions of the Study

This study was assumed by the researcher on the effects of teacher’s qualification on student’s performance in Agricultural science examination that teacher should be qualified in other to enhance effective learning through effective strategies of teaching improvisation of instructional materials.

TABLE OF CONTENT:

 

CHAPTER ONE

INTRODUCTION

1.1     Background of the Study

1.2     Statement of the Research Problem

1.3     Objectives of the Study

1.4     Significance of the Study

1.5     Research Questions

1.6     Research Hypothesis

1.7     Conceptual and Operational Definition

1.8     Assumptions

1.9     Limitations of the Study

 

CHAPTER TWO

LITERATURE REVIEW

2.1     Sources of Literature

2.2     The Review

2.3     Summary of Literature Review

 

CHAPTER THREE

RESEARCH METHODOLOGY

3.1     Research Method

3.2     Research Design

3.3     Research Sample

3.4     Measuring Instrument

3.5     Data Collection

3.6     Data Analysis

3.7     Expected Result

CHAPTER FOUR

DATA ANALYSIS AND RESULTS

4.1     Data Analysis

4.2     Results

4.3     Discussion

CHAPTER FIVE

SUMMARY AND RECOMMENDATIONS

5.1     Summary

5.2     Recommendations for Further Study

References

 

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