Influence of teachers’ competence on students academic performance in senior secondary school chemistry

A.U Ugbe,J.I Agim

doi:10.4314/gjedr.v8i1-2.53770

Abstract

This study investigated the influence of teachers’ competence on students; academic performance in senior secondary school chemistry. A random sampling technique was used to select 6 secondary schools out of 12 secondary schools in Yala Local Government Area of Cross River State. 200 students, 20 teachers and 6 principals were used in the study. A survey design was adopted for the study. Three researcher – made instruments namely School Principal Questionnaire (SPQ), Teachers Competence Questionnaire (TCQ) and Chemistry Achievement Test (CAT) were used to gather data for the study. Data were analyzed using the Pearson Product Moment Correlation (PPMC) and t-test. Results revealed that there is significant relationship between teachers’ competence and students’ academic performance in Chemistry. Chemistry students taught by qualified teachers performed significantly better than those taught by unqualified teachers. Also chemistry students taught by experienced teachers performed significantly better than those taught by inexperienced teachers. Recommendations were made on how to promote further development of science teachers in Nigeria. KEYWORDS: influence, qualification, experience, teachers’ competence, academic performance.

Highlights

The provisions of the National Policy on Education for teacher education includes the purpose of teacher education, institutions of training professional teachers and their entry qualifications, curriculum of Teachers’ Colleges and Professionalization of teaching
Chemistry students taught by experienced performed better than those taught by inexperienced teachers
The performance of the students and the learners is guaranteed when an effective and efficient instructional process takes place. This is in agreement with the findings of Awodi (1984) who observed that students taught by experienced teachers performed better than those taught by inexperienced teachers

Summary

Introduction

The provisions of the National Policy on Education for teacher education includes the purpose of teacher education, institutions of training professional teachers and their entry qualifications, curriculum of Teachers’ Colleges and Professionalization of teaching. Effective learning in schools would require effective teaching to accompany the efforts of the learners. Teacher competence needs to be very high in order for meaningful teaching and learning to take place (Segun, 1986). In order to ascertain what these competencies are, the JSS and SSS programmes need to be examined in the context of the preparation of the teachers that would implement these programmes. Their competencies must relate to academic and professional preparation, professional growth, classroom interaction and evaluation (Macaulay, 1986)

Objectives

Methods

Results

Discussion

Conclusion