IMPACT OF TEACHER QUALITY ON THE ACADEMIC PERFORMANCE OF SECONDARY SCHOOLS STUDENT IN ILOGBO ASOWO COMMUNITY HIGH SCHOOL IN IFO LOCAL GOVERNMENT AREA OF OGUN STATE

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Product Category: Projects

Product Code: 00005396

No of Pages: 76

No of Chapters: 5

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ABSTRACT

Teaching is made up of several components of different dimensions such as the teachers, the students, the curriculum, the teaching method and instructional materials. Therefore, teacher qualities are the different components involved in the teaching and learning schools and other institutes of learning. This study focused on the impact of teacher quality on the academic performance of Secondary schools Student in Ilogbo Asowo Community High School in Ifo Local Government area of Ogun State. Teacher quality here implies teacher qualification, teacher experience and workshop, seminar and conferences attendance. Research questions and hypotheses each was, raised and formulated. The study adopted qualitative research approach. Two instruments were structural questionnaire and achievement test administered for the teacher and students respectively. The finding of the study revealed that, teacher experience, qualification, workshop, seminar and conference attendance significantly affected students‟ performance in social studies leading to the rejection of all the three null hypotheses. Based on the finding, the study revealed that teacher‟s qualification significantly affected students‟ academic performance. It is recommended that experience teacher with requisite qualification and regular attendance of workshops, seminars and conferences be given priority. The study recommended that workshops, seminars be organized on regular basis to enable social studies teachers keep abreast with contemporary happening in their areas of specialization. In addition, in-service training should be provided for social studies teachers.




 

TABLE OF CONTENTS

CHAPTER ONE

Introduction

Background to the Study

Statement of the Problem

Objectives of the Study

Research Questions

Research Hypotheses

Significance of the Study

Limitation of the Study

Scope of the Study

Definitions of Terms

 

CHAPTER TWO

Review of Related Literature

Introduction

Teachers’ Competencies

Mastery of Subject Matter

Teaching Skills

Classroom Management

Evaluation Skills

Learning Resources

Academic Performance

Teacher Experience and Students Performance

Teacher Qualification and Students Performance

Teacher Preparedness and Student Performance

Teacher Communication Skills and Students Performance

Summary

 

CHAPTER THREE

Research Method

Research Design

Population

Sample and Sampling Techniques

Data Collection

Research Instrument

Data Collection Procedure

Data Analysis Procedure

 

CHAPTER FOUR

Data Analysis and Interpretation

Students Data

Hypotheses Test

 

CHAPTER FIVE

Summary, Conclusion and Recommendation

Summary

Conclusion

Recommendations

Areas for Further Research

References

Appendix: Questionnaire

 

 

 

 

CHAPTER ONE

INTRODUCTION

BACKGROUND TO THE STUDY

Education is a process through which knowledge, skills and experiences of individuals are transferred  from  one  generation  to  the  next.  It  helps  in  changing behavior  of  individuals  of  the  society  committed  working  for  uplifting  economic development of the country. It is a key for opening new venues for the economic development of the  country  to  face  challenges of  modern  era.  Only educated and highly skilled teaching force equipped with modern skills can benefit from exploiting the opportunities created by globalization (GoP. 2013).

Sajjad  (2007)  stated  that  teachers  play  vital  role  in  uplifting  of  education standard  of  the  country.  They hold central place to transfer knowledge, skills, attitudes, behavior, cultures and traditions of one generation to the next. It helps to achieve national objectives through the process of education and no system of education can rise above the level of teachers.  Well-educated and highly professionally qualified teachers can bring revolutionary changes in the society. But this requires a systematic struggle to produce perspective teachers, having fully command over their subject knowledge.   This challenge can be met through a disciplined systematic training of teachers.

Many factors contribute to a student’s academic performance, including individual characteristics, family and Neighbourhood experiences. But research has suggests that among school related factors, teachers matter most. When it comes to student performance on reading and general academic performance, a teacher is estimated to have two or three times the impact of any other school factor, including services, facilities and even leadership (Mohammed and Yusuf, 2015).

Effective teachers are best identified by their performance not by their background or experiences. Despite common perceptions, effective teacher cannot reliably be identified based on where they went to school, whether they are registered or how long they are taught. The best way to asses teachers’ effectiveness is to look at their on the – job performance including what they do in the classroom and how much progress their students make on achievement tests. Quality teachers are considered to be those who bring about student learning. (Harris and Sass, 2006) Non school factors do influence student achievement but effective teaching has the potential to help level the playing of such factors.

The importance of good or quality teachers is no secret or it cannot be overemphasized. Schools have always sought out the best teachers they could get in the belief that their students’ success depends on it. If teachers are so important to student learning, how can schools make sure all students receive the benefit of good/quality teachers?

More than two decades of research findings are unequivocal about the connection between teacher quality and student learning. The report of the National Commission on teaching and America’s future (1996) made teaching the core of its three simple promises in its blueprint for reforming the nation’s schools. They are: what teachers know and can do is the most important influence on what students learn. Recruiting, preparing and retaining good teachers is the central strategy for improving schools. School reform cannot succeed unless it focuses on creating the conditions under which teachers can teach well.

A highly effective teacher, therefore, is one whose students show the most gains from one year to the next. By using this approach, researchers are able to isolate the effect of the teacher from other factors related to student performance such as students’ prior academic record or school they attended. “The effect of teaching on student learning is greater than student ethnicity or family income, school attended by student or class size. The effect is stronger for poor and or minority students than for their more affluent peers, although all groups benefit from effective teachers.

“Teacher quality is widely recognised by policymakers, practitioners, and researchers alike to be the most powerful school-related influence on  a  child’s  academic  performance.”  (Motoko, Gerald, LeTendre & Scribner, 2007).  In addition    Fenster (2014) maintains that a teacher who is highly  effective  improves  both  students’  academic  learning  in  the  short-term  and  their  long-term quality of life. School is where people go to acquire knowledge, learn skills, and develop values that will make them productive citizens and  help them grow to their  fullest potential as  human  beings (Wong &Wong,  2009). The quality of the teacher in any school setting, is claimed to be  the most critical  component  for  improving  student  achievement  and  closing  achievement  gaps.   Leigh  and Mead  (2005),  argue  that  the  knowledge  and  skills  of  teachers  are  the  most  important  factors influencing  childrens’  learning.  Therefore teacher‘ quality  is  considered  a  means  towards this  end.

Omo (2011), notes that  the dramatic effects that teachers have on students’ achievement are largely undisputed.  Goe  (2007),  maintains  that  teacher  quality  influences  student  performance  and highlights  academic  qualification  and  experience  as  some  of  the  qualities  of  a  teacher.  A  highly effective  teacher  improves  both  students’  academic  learning  in  the  short-term  and  their  long-term quality  of  life  (Goe  &  Stickler,  2008).  The  veracity  of  this  statement  has  been  supported by empirical  information  but  what  has  not  been  clear  from  these  empirical  findings  is  the  exact characters or qualities that impact student performance. Several studies that have been carried out on various factors affecting student performance, offer deeper and insightul reflection on the topic. Irfan &   Shabana    (2012)  have  identified  several  factors  that  impact  on  student  performance.  They include: communication, proper guidance, and learning facilities. Teachers  are  the  most  important  resource  that  a school  should  have  to  achieve  greater  and  better Results.

The primary focus of this study is to examine the impacts of teacher quality on academic performance of secondary school students using a community school as a case study i.e. Ilogbo Asowo Community High School.

STATEMENT OF THE PROBLEM

The issue of declining academic performance of students has generated much interest among stakeholders in the educational sector in Nigeria. The quality of education and performance of students depends on the teachers as reflected in the discharge of their duties. Overtime, students’ academic performance in both internal and external exams had been used to determine the effectiveness of teachers and teaching. Poor academic performance of students in Nigeria has been linked to poor teachers’ performance in terms of accomplishing the teaching task, negative attitude to work and poor teaching habits which have been attributed to poor motivation (Ofoegbu, 2004). It has also been observed that conditions that would make for effective teaching such as resources available to teachers, general conditions of infrastructure as well as instructional materials in public secondary schools in Nigeria are poor (Oredein, 2000). This has led to a high degree of failure to breed students that are worth their certificates and is giving the country a serious cause for concern. Therefore  the research  problem  is  an  analysis  of  the  effect  of  teacher  quality  on  academic  performance of secondary school students.


OBJECTIVES OF THE STUDY

The  primary  aim  of  this  study  was  to  examine  the  effects  of  teacher’s quality  on  students’  academic  performance.  This  general  aim  is expressed in the following specific objectives which are to:

1. Assess teacher’s quality and competence in secondary school;

2. Examine factors influencing teacher’s quality

3. Investigate the student perceptions of teacher leadership style and how these perceptions affect students’ academic performance

4.  Examine the  impact  of  teaching  styles  on  students’  academic performance


RESEARCH QUESTIONS

The following research questions will be addressed by this study:

i.                    To what  degree  does  teacher’s  competence / qualification affect students’  academic performance?

ii.                  Is there  any  significant  relationship  between  teacher’s experience and students’ academic performance?

iii.               Is there  any  significant  relationship  between  teaching  style  and students’ academic performance?


RESEARCH HYPOTHESES

Based on the above research questions, the researcher stated the following as the research hypotheses:

Ho1: There is no significant relationship between the teachers‟ academic qualification and student’s academic performance.

Ho2: There is no significance relationship between the teachers‟ teaching experience and their students‟ academic performance.


SIGNIFICANCE OF THE STUDY

A major concern in schools is to increase student achievement. One way to do this is to focus on classroom environment with the teacher at the centre which will influence student achievement and create the best environment in which to facilitate learning and engage students. The study is therefore significant for the following reasons:

•  This  study  will  be  useful  to  both  teachers  and  students  who  may want to know the factors that could make or mar student’s academic performance.

•  understanding the importance of teachers and their impact on student  performance  will  help  school  administrators at  secondary schools retrain teachers to make their teachings student-centered.


LIMITATION OF THE STUDY

The following were the various limitation that hinders the flow of the research work;

1.      Time Constraints: The time frame for the completion of the project was short because academic lectures was on going and research work was also in motion, its was a bit tasking managing the time of academic lectures with the research work

2.      Financial Constraints: Another major factors encounter in the cause if the study was also financial constraints. Lots of money was spent in the cause of the research work and this make it very tasking.

3.      Unavailability of materials: another major setback of the project is there was no enough materials on the research topic.


SCOPE OF THE STUDY

This  study  centers  on   the  impacts  of  teacher’s  quality  on  academic performance  of  students  in  Ilogbo Asowo Community High School.

DEFINITIONS OF TERMS

Relative  to  this  study,  definitions  to  the  following  terms  are  provided  in order to clarify each in the context of the topic:

1.      Academic  Achievement-: Student  performance  on  state  assessments (Cunnigham, 2003). However, for the purpose of the proposed study, overall class average will be  the  measure  of  academic  achievement  used.  This  term  is  used interchangeably with student achievement.

2.      Class  Size-: The  number  of students  in  a class, which  varies  considerably from  day  to  day;  and  at  different  times  throughout  the  day  because  of student mobility, truancy, and absences.

3.      Classroom  Climate-: The  classroom  environment  involving  the  shared perceptions of the students and the teachers.

4.      School  Climate-: The  shared  beliefs,  values,  and  attitudes  that  shape interactions  between   students,  teachers,  principals,  and  set  the  tone  of acceptable behavior for the school.

5.      Student  Achievement-:   Student  performance  on  state  assessments. However, for the purpose of the proposed study, overall class average will be  the  measure  of  academic  achievement  used.  This  term  is  used interchangeably with academic achievement.

6.      Teacher’s Competence-: For the purpose of the proposed study an effective teacher will  be  defined  as  a  teacher who has a  high overall  class average and a high number of posted homework assignments.



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