Abstract
This article examined teachers' teaching experience and students' learning outcomes in the secondary schools in Ondo State Nigeria. As a correlational survey, the study population comprised all the 257 secondary schools that presented students for the year 2003 senior secondary certificate (SSC) examinations in the State. Out of the population, a sample of 180 schools was drawn through the process of stratified random sampling technique. An inventory and a semi-structured interview schedule were the instruments used to collect information for the study. The data collected were analysed using the chi square test, correlation analysis and t-test. The semi-structured interview was conducted with selected principals and education officers. Their responses were analysed through content analysis. The findings revealed that teachers' teaching experience was significant with student' learning outcomes as measured by their performance in the SSC examinations. Schools having more teachers with five years and above teaching experience achieved better results than schools having more teachers with less than five years teaching experience. Considering the findings, it was recommended that government should encourage experienced teachers to stay on the job through the provision of incentives such as better promotional prospects, better welfare package and better conditions of service. African Journal of Educational Studies in Mathematics and Sciences Vol. 5 2007: pp. 9-19
Highlights
The importance of experienced teachers in schools has been highlighted by many researchers (Akinleye, 2001; Ogundare 2002; Commeyras, 2003)
The findings showed a significant relationship between teachers’ teaching experience and students’ academic achievement in the senior secondary certificate (SSC) examinations in Ekiti State, Nigeria
The findings were in contrast with the findings made by Zaku (1983) who found in the former Gongola State, Nigeria that teaching experience had a non-significant standardized partial regression of - 0.06 and it made little contribution to the explained variance, The findings were at variance with Dewalt’s (1986) findings which showed no significant difference between teachers with teaching experience and teachers without teaching experience on teacher competencies in teaching methodology
Summary
The importance of experienced teachers in schools has been highlighted by many researchers (Akinleye, 2001; Ogundare 2002; Commeyras, 2003). Researchers have given different opinions about teaching experience and students’ learning outcomes in schools (Al-methen, 1983; Schuler, 1984; Waiching, 1994; Ijaiya, 2000; Akomolafe, 2001). Their arguments were centred on the fact that experience improves teaching skills while pupils learn better at the hands of teachers who have taught them continuously over a period of years (Ijaiya, 2000). Teachers’ theories about teaching are being guided by their previous experience as learners and as teachers (Waiching 1994)
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