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TEACHER
FACTORS AS CORRELATE OF ECONOMICS STUDENTS ACADEMIC ACHIEVEMENT
ABSTRACT
The study
investigated teacher factors as a correlate of economics students academic
achievement with focus on selected senior secondary schools in Mushin Local
Government Area of Lagos State. Four hypotheses were tested in this study using
chi sqaure under 0.05 level of singificance. A sample size of 100 students and
20 teachers was randomly selected to participate in the study. Findings from
the study reveled that there is significant influence of teachers’ age on students’
academic performance in economics. There is significant influence of teachers’
educational qualification on student academic achievement in economics. There
is significant influence of teachers’ teaching experience on student academic
achievement in Economics and that there is significant influence of teachers’
attitude to teaching on students academic achievement in Economics. Base on the
study findings, it was recommeded that there is a need for government at all
levels to engage secondary school teachers through training and constant
evaluation of their teaching skills, Also that government should endeavour to
employ younger teachers that are energetic and are effectiveness in teaching.
CHAPTER ONE
INTRODUCTION
1.1
Background of the Study
Teachers
play a very important role in the learning process of students who idealize
teachers and try to copy them. Teachers are the hub of the educational system
in the world and Nigeria in particular. Teachers, therefore, are in the
forefront of the battle for national development. The National Policy on
Education encapsulates this as “Teachers education shall continue to be given
major emphasis in all educational planning and development”. Also the policy
that stipulates that the purpose of teacher education is to produce highly
motivated, conscientious and efficient classroom teachers for all levels of our
educational system. It is on this premise that Okohe (2003) states that the
seven cardinal goals of education are emotional, intellectual, physical, moral,
aesthetic, vocational and cultural heritage. It is necessary to mention that
the key to the attainment of these goals has been entrusted to teachers.
Teacher
factors are the personal attributes of the teacher that make him or her
distinct from one another to excel in his or her chosen career. Adodo (2007)
argued that one key overriding factor for the success of students’ academic
achievement is the teacher. Some of the teachers’ factors which influence
students’ academic achievement are: qualification, age, experience, knowledge
of subject matter and attitude to teaching.
Teacher’s
qualification which is one of teachers’ characteristics is usually believed to
be potentially the largest influence on schools and students because of its
crucial role in the teaching and learning process. This has come under the
spotlight of educational attention all over the word and the target educational
reform presently.The quality of education of a nation could be determined by
the quality of her teachers. Abe and Adu (2013) and Wiki (2013) opined that
teaching qualification is one of a number of academic and professional degree
that enables a person to become a registered teacher in primary or secondary
school.
Usman (2003)
argued that shortage of qualified teachers is responsible for the poor academic
achievement observable among the students while Ademulegun (2001) argued that
students taught by more qualified and experienced teachers in terms of
knowledge of the subject matter perform better than those taught by less qualified
but experienced teachers. The educational analysis recently carried out in
Nigeria by the National Economic Empowerment and Development Strategy (NEEDS,
2005) indicated that more than forty nine percent (49%) of the teachers in
Nigeria are unqualified. This revealed the quality of teachers teaching various
school subjects to the secondary school students.
According to
Augrist (2004) teachers with long experience on the job are bound to be more
knowledgeable in their specialized areas including their teaching subjects and
education principles on theories. Rivkin Hanushek and kain (2008) point to the
fact that high quality teachers can offset a substantial portion of
disadvantage related to family economic and social circumstances. Hanushek et
al (2008) pin point the experience gains arising during the first year of
teaching with essentially flat impacts of experience subsequently. Consequently
misspecification of the relationship between outcomes and experiences likely
contribute to the failure and find a systematic link between quality and
experience.
A nonchalant
attitude of some teachers’ to work has been attributed to poor academic
performance of students. According to Eggen and Kauchak (2001), positive
teachers attitude are fundamental to effective teaching. They identified a
number of teachers attitudes that will facilitate a caring and supportive
classroom environment, they are: enthusiasm, caring, firm, democratic practices
to promote students responsibility, use time for lesson effectively, have established
efficient routines, and interact freely with students and providing motivation
for them. Fisher et al (1980) also noted that high level of learning occurs and
learners feel good about themselves and the materials they are learning when
teachers use instructional time efficiently. The way teachers outreach with
students’ influences their attitude toward school and their academic
performance. How students perceive their teacher attitudes to teaching in the
classroom will be measured in this study Qualification, Teaching experience and
Teaching skills are variables noted to have effect on student academic
performances.
Ehindero and
Ajibade (2000) asserted that “students, who are curious stakeholders in
educational enterprise, have long suspected and speculated that some of their
teachers lack the necessary professional qualifications. That is, skills,
techniques, strategies required to communicate concepts, ideas, principles in a
way that would facilitate effective learning.” They believed that these
deficiencies contribute significantly to the growing rate of failure and
subsequent drop out of students in secondary institutions. These observations
by stakeholders necessitate the need to investigate the effects of teachers’
factors such as age, academic qualifications, teaching experience and attitude
necessary for teaching and learning in secondary schools on academic achievement
of students.
1.2
Statement of Problem
The issue of
poor academic performance of students in Nigeria has been of much concern to
all and sundry. The problem is so much that it has led to the widely attained
fallen standard of education in Nigeria which Lagos state is not exempted.
The quality
of education depends on the teachers as reflected in the performance of their
duties. Over time, students’ academic performance in both internal and external
examinations had been used to determine excellence in teachers and teaching.
Teachers have been shown to have an important influence on students’ academic
achievement and they also play a crucial role in educational attainment because
the teacher is ultimately responsible for translating policy into action and
principles based on practice during interaction with the students. Both
teaching and learning depend on teachers; no wonder the teacher factors or
variables have been conceptualized as those distinct features in a particular
teacher that make him or her to perform his or her duty effectively to produce
desired results. This study was designed to determine if teachers’ factors
significantly had influence on the academic achievement of students in
economics in public secondary schools in Mushin Local Government Area of Lagos
State.
1.3 Purpose
of the Study
The main
purpose of this study is to investigate teacher factors as a correlate of
economics student academic achievement with focus on selected senior secondary
schools in Mushin Local Government Area of Lagos State. Specifically, the study
will be carried out:
1.to find
out the influence of teacher age on students academic achievement in economics
1.to assess
the influence of teachers educational qualification on the students’ academic
achievement in Economics.
1.to
determine the influence of teachers’ experience on students’ academic
achievement in Economics.
1.to explore
the influence of teachers attitude on students academic achievement in
economics
1.4 Research
Questions
The
following questions will be answer in this study.
1.What is
the influence of teachers’ age on student academic achievement in economics?
1.Does
teachers’ educational qualification have effect on students’ academic
achievement in Economics?
1.What
influence does teachers’ teaching experience have on students’ academic
achievement in Economics?
1.To what
extent will teachers attitude to teaching influence students academic
achievement in Economics?
1.5 Research
Hypotheses
The
following hypotheses will be tested in this study:
1.There will
be no significant influence of teachers’ age and student academic achievement
in economics?
1.There will
be no significant effect of teachers’ educational qualification and students’
academic achievement in Economics.
1.There will
be no significant effect of teacher teaching experience on student academic
achievement in Economics.
1.There will
be no significant effects of teachers attitude to teaching on students academic
achievement in Economics.
1.6
Significance of the Study
This study
would throw more light into the problem of poor academic performance of
students’ which could be attributed to the factors of age, educational
qualifications and experience. The outcome of this study is therefore expected
to assist all stakeholders in the teaching and learning processes, particularly
at the secondary school level to fashion out strategies that would enhance
government decision on recruitment of teachers and to enable school administrators
to allocate subjects so that teaching and learning processes, goals and
objectives are attainable.
The results
of the study may be helpful in improving the professional attitude of secondary
school teachers. It is expected that the outcome of this study will reveal to
school administrators to admit competent teachers that have good teaching
skills. This study will reveal to government the need to improve on constant
supervision of the teachers in order to achieve the stated teaching and
learning objective of education in Nigeria.
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