Abstract
The study examined the effect of teacher’s qualification on the performance of Senior Secondary School students in Physics. The purpose was to determine whether the status of the teacher has any impact on the performance of the students in Physics. The survey type of descriptive research design was adopted. The sample for the study consisted of 100 Senior Secondary Schools Physics students in Ekiti State and the teachers that prepared and presented the students in each school for 2009/2010 West African School Certificate Examination. The year’s result summary for each school was collated with the bio-data of their respective Physics teachers. Four hypotheses were postulated and tested at 0.05 significance level. The data collated were analysed using inferential statistics. The results revealed that students taught by teachers with higher qualifications performed better than those taught by teachers with lower qualifications. It was also showed that students performed better in physics when taught by professional teachers. The result also showed that teacher’s gender has no effect on their ability to impact knowledge on the students, much as he/she is a skilled teacher in that field of study. However, the experience of the teacher is significant at impacting the students’ academic performance in Physics. Based on the findings, it was recommended that experienced teachers with professional qualifications in higher level should teach Physics at the certificate class.
Highlights
The mastery of a subject is determined by the performance of the students in such a subject at a prescribed examination
Ho2: There is no significant difference in the performance of secondary school Physics students between those taught by skilled teachers and those taught by unskilled teachers
Ho1: There is no significant difference in the performance of Secondary School Physics students between those taught by teachers with high qualification level and those taught by teachers with low qualification level
Summary
The mastery of a subject is determined by the performance of the students in such a subject at a prescribed examination. Any interactive activity between a teacher and the students is expected to produce learning outcomes in the learners. A number of reasons can be identified to be accountable for the poor performance of students in sciences. These include the science curricula, teachers’ methods of teaching, parents, government, lack of science facilities and others (Ahiakwo, 2003). According to Ango (1990), students’ poor performance in physics 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
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
