THE EFFECT OF TEACHERS’ QUALIFICATION AND SCHOOL ENVIRONMENT ON STUDENTS PERFORMANCE IN BASIC/INTEGRATED SCIENCE
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THE EFFECT
OF TEACHERS’ QUALIFICATION AND SCHOOL ENVIRONMENT ON STUDENTS PERFORMANCE IN
BASIC/INTEGRATED SCIENCE
CHAPTER ONE
INTRODUCTION
1.1
Background to the study
Underachievement
and poor performance of pupils and students in primary, secondary and tertiary
institutions of learning in Nigeria is a common knowledge. Many books have
traced these problems to the introduction of Universal Primary Education
(U.P.E) in 1976 which led to the explosion of primary schools pupils. Due to
this explosion, more teachers were needed and government had no option than to
organise crash training programmes for these primary school teachers who were
just hand-picked without any sound knowledge of teaching and they were made to
teach large volumes of pupils in an unconducive school environment. The pupils
under this scheme suffered various setbacks which led to their poor performance
and underachievement in tests and examinations conducted in schools. It is
these pupils that moved on in large numbers to secondary schools with the same
problems still trailing them. More teachers were employed in secondary schools
to meet up with this large number of students coming in from primary schools.
Quoting from Oyeniyan (1994)…”but to aggravate this already bad situation is
the gargantuan need for teachers in the ever-increasing number of schools which
cannot be met by the quantity of available qualified people”. Now, the
questions right now is, are these teachers qualified enough to handle these
knowledge-deprived students and is the school environment ideal enough to
promote effective teaching-learning activities? Various researches and findings
have discovered a lot of factors contributing to the poor performance of
students in Nigeria. “…the amount of learning and knowledge imparted in our
secondary school is scanty and poor, that learning and knowledge imparted, such
as it is, lacks proper moral content, that the physical facilities and are unconducive
to effective learning, being either non-existence or in a deplorable state;
that there is general indiscipline among students and teachers alike and also a
certain disinclination, even disenchantment, among our people towards
education, resulting in lower school enrolment. It is equally an undisputed
fact that this situation represents a fall, a reversal from what used to be”.
(Bassi, 2001)
According to
these, it has been identified that a lot of factors contributes to the
underachievement of students in Nigerian schools. In one of the recent
conferences organized by the Science Teachers Association of Nigeria (STAN
1996), experts from different fields were present to discuss the problems of
low achievement in all the science subjects including Basic/Integrated Science.
The reasons given for poor performance of Nigeria learners were very many but
this study is taken intoconsideration, two (2) important factors related. They
are:
· Lack of
qualified teachers; and
· School
environment.
Both variables
are seen to affect the academic performance of students in Basic/Integrated
Science in Nigerian schools especially the Government (public) schools.
On looking
at the teachers’ qualification, previous researches by various researchers have
observed that some schools in Nigeria still have a good number of unqualified
teachers in the system (Oyeniyan, 1994). It has been discovered that many
schools in Nigeria are still encountering this problem which as properly
observed by part of article 57 in National Policy on education (N.P.E, Revised
Version, 2004) states that…no educational system can rise above the quality of
its teachers. Hence the quality of education obtainable in Nigeria today speaks
volume on the standard and quality of teachers so for Nigerians to produce
quality products for societal development through schools, the teachers should
be of immense quality and professional calibre.
In teaching
profession, nine categories of teachers can be found all over the country but
for secondary schools, only four of these categories are allowed to teach based
on their certification and subject area of interest. For Basic/Integrated
Science, these categories are:
Ø The NCE
graduates with science qualification;
Ø The HND
graduates with teaching qualification in science education;
Ø The B.Sc
holders without teaching qualification in science education; and
Ø The B.Sc
holders with teaching qualification in science education.
The school
environment is also a major factor affecting the academic performance of Basic/Integrated
Science students in Nigeria Government schools. By school environment, it
simply includes among others, a safe building, playgrounds, good sanitation,
adequate laboratory, well-stocked library and a nice landscape. Today in
Nigeria, a healthful environment is far from ideal.
As related
to performance, the health of the school population and education are
interdependent. Without health, the school child cannot benefit from the
education received from school. Therefore, the school environment cannot be
isolated from the education of the child with regards to the performance in the
school. The question at hand here is; are the infrastructures in our secondary
schools adequate to facilitate teaching and learning of Basic/Integrated
Science? To answer this question, three important variables come to mind in
view of the school environment, THE CLASSROOM SIZE, THE LIBRARY and most
importantly, THE SCIENCE LABORATORIES for the practical works of all sciences
including Basic/Integrated Science. If these afore-mentioned factors are to be in
deficit in schools, then the child’s educational development, especially
scientific knowledge of the science-oriented child would definitely be at
stake.
1.2
Statement of the Problem
There are
contemporary problems in the teaching and learning of Integrated Science in
Nigeria. These problems affect dissemination of scientific knowledge and skills
at all levels of the educational system. These problems solely contribute to
the underperformance of students which invariably contribute to the scientific development
of the Nation. Out of these numerous problems, two (2) were taken into
consideration which were: teachers’ qualification, and school environment
respectively.
In recent
years, it has been observed by various educational researchers in their work,
that the on-job Basic/Integrated Science teachers are lacking in pedagogical
content, scientific skills, experience and so on. This is a major setback on
the students’ scientific skill development because without an experienced
science teacher, the students would not be able to meet up with the criteria of
becoming scientifically literate at that level.
The school
environment on the other hand has also been observed to affect student
achievement in Basic/Integrated Science. Overcrowded classrooms, lack or
inadequate science laboratories, lack or inadequate school library are major
inhibiting factor in teaching-learning processes in Nigerian schools. A child
cannot learn effectively in an overcrowded class because it is not so conducive
enough. Also when there is no or ill-equipped science laboratory in the school,
how will the Basic/Integrated Science students conduct experiments as well as
developing scientific skills? A school library that is lacking in required
textbooks for studies cannot be of any use to students because it does not
encourage reading interests and research usage.
1.3 Purpose
of Study
The purpose
of the study was to
1) Establish
if there is any relationship between teachers’ qualification and students’
performance in terms of: pedagogical competence, scientific skills, experience,
e.t.c to teach the subject.
2)
Investigate if the school environment truly affects the teaching-learning
processes of Basic/Integrated Science in view of:
a.
Overcrowded classrooms;
b. Lack or
inadequate school library; and
c. Lack or
inadequate science laboratory.
1.4 Research
Questions
The research
questions that were answered were:
1) Is there
any relationship between teachers’ qualification and students’ performance as
subject to; pedagogical competence, scientific skills and knowledge,
experience, e.t.c.
2) Does the
school environment have any impact in the teaching-learning processes of
Basic/Integrated Science in view of:
a. Classroom
congestion?
b. School
library functionality?
c. Science
laboratory functionality?
1.5 Research
Hypothesis
The null
hypotheses adopted for this study were:
1. The
qualification of the on-job Integrated Science teachers does not differ
significantly in terms of pedagogical competence, scientific skills, and
conceptual knowledge subsequent to students’ performance.
2. There is
no significant difference in the performance of students in a good school
environment, and those not.
1.6
Significance of the study
The
Government (Ministry of Education)
This study
will also set out to inform the Ministry of Education of the effect of
teachers’ qualification and school environment on the academic achievement of
tomorrow’s leaders so that in-service training and other educational programmes
for teachers can be organised from time-to-time to counter this deficiency,
also to try to provide the required adequate school environment for
teaching-learning activities.
For
students,
This study
will be of immense benefits to the students of the school because it will
improve their performances and develop them scientifically through the
availability of science laboratory, well-ventilated classrooms and school library
coupled with qualified teachers.
For
teachers,
This study
will be help the on-job Basic/Integrated Science teachers to be professionally
inclined in their fields by attending seminars and workshop practices in
enhancing their knowledge in the subject matter and know the appropriate
teaching methods, instructional aids e.t.c to be administered during classrooms
interactions.
1.6 Scope
and delimitation of the study
The scope of
this study focused on Basic/Integrated Science teachers’ qualification and
school environment in ways to improve their effectiveness for development of
teaching and learning activities in the school. Due to financial and time
constraint, the study was limited to selected government (public) schools in
Lagos Mainland Area of Lagos state. Since the effect of the teachers’ qualification
and school environment on student’s academic achievement is already known based
on previous researches.
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