Impact of chemistry teachers’ qualification and years of experience on academic performance of secondary school chemistry students in Ogbia local government area Bayelsa state

Abstract

The purpose of the study was to examine impact of chemistry teachers’ qualification and years of experience on academic performance of secondary school students in Ogbia Local Government Area in Bayelsa State. The study adopted an expo-facto survey research design. Two research questions were raised and answered. The population of the study was 35 secondary schools and 3,116 chemistry students in Ogbia Local Government Area, Bayelsa State. 184 students and 10 teachers were used as sample in the study. A teacher questionnaire titled, "Teachers’ Qualification and Experience" was used for data collection and it was validated by two science education experts. There was no reliability since students’ previous scores were used. Frequency, percentage and mean were used to answer the research questions. The findings showed that teachers’ qualification and years of experience have a significant impact on students’ academic achievement in senior secondary schools in Ogbia Local Government Area. Hence, teachers' qualification and years of experience are major determinants that affect students' performance in senior secondary schools in Ogbia Local Government Area. This implied that government should establish policies that increase the number of teachers with B.Ed in chemistry and schools should prioritize hiring teachers with appropriate qualifications and years of experience in chemistry education so as to enhance academic performance in chemistry.