ABSTRACT
The
study investigated
teacher factors as a correlate of economics students academic achievement with
focus on selected senior secondary schools in Mushin Local Government Area of
Lagos State. Four hypotheses were tested in this study using chi sqaure under
0.05 level of singificance. A sample size of 100 students and 20 teachers was
randomly selected to participate in the study. Findings from the study reveled
that there is significant influence of teachers’ age on students’ academic
performance in economics. There is significant influence of teachers’
educational qualification on student academic achievement in economics. There is
significant influence of teachers’ teaching experience on student academic
achievement in Economics and that there is significant influence of teachers’
attitude to teaching on students academic achievement in Economics. Base on the
study findings, it was recommeded that there is a need
for government at all levels to engage secondary school teachers through
training and constant evaluation of their teaching skills, Also that government
should endeavour to employ younger teachers that are energetic and are
effectiveness in teaching.
TABLE OF CONTENTS
Content Page
Title Page i
Certification ii
Approval Page iii
Dedication iv
Acknowledgements v
Abstract vi
Table of Content vii
CHAPTER ONE:
INTRODUCTION
1.1
Background to the Study 1
1.2
Statement to Problem 4
1.3
Purpose of Study 5
1.4
Research Questions 6
1.5
Research Hypotheses 7
1.6
Significance of the Study 7
1.7
Scope of the Study 8
CHAPTER TWO:
LITERATURE REVIEW
2.1 Introduction
9
2.2 The
Concept of Teacher Factors 9
2.3 Teacher
Qualification and Students Academic Achievement 15
2.4 Teachers
Experience and Students Academic Achievement 19
2.5 Teachers
Attitude and Students Academic Achievement 22
2.6 Teachers
age and Students Academic Achievement 24
2.7 Appraisal
of Literature Review 27
CHAPTER THREE:
RESEARCH METHODOLOGY
3.0 Introduction 29
3.1 Research
design 29
3.2 Population
of the Study 30
3.3 Sample
size and Sampling Procedures 30
3.4 Research
instrument 31
3.5 Validity
and Reliability of Instrument 32
3.6 Method
of Data Collection 32
3.7 Method
of Data Analysis 33
3.8 Limtaion
of Data Collection 32
CHAPTER FOUR:
DATA ANALYSIS AND INTERPRETATION OF RESULT
4.1 Introduction 33
4.2 Biodat
Analysis of Respondents 33
4.3 Descriptive
Analysis of Research Questions 35
4.3 Test of
Hypotheses 44
4.4 Discussion
of Findings 48
CHAPTER FIVE:
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary
of Findings 51
5.2 Conclusion 51
5.3 Recommendations 52
References 48
Appendix 53
CHAPTER
ONE
INTRODUCTION
1.1 Background
of the Study
Teachers play a very important role
in the learning process of students who idealize teachers and try to copy them.
Teachers are the hub of the educational system in the world and Nigeria in
particular. Teachers, therefore, are in the forefront of the battle for
national development. The National Policy on Education encapsulates this as
“Teachers education shall continue to be given major emphasis in all
educational planning and development”. Also the policy that stipulates that the
purpose of teacher education is to produce highly motivated, conscientious and
efficient classroom teachers for all levels of our educational system. It is on
this premise that Okohe (2003) states that the seven cardinal goals of
education are emotional, intellectual, physical, moral, aesthetic, vocational
and cultural heritage. It is necessary to mention that the key to the
attainment of these goals has been entrusted to teachers.
Teacher factors are the
personal attributes of the teacher that make him or her distinct from one
another to excel in his or her chosen career. Adodo (2007) argued that one key overriding factor for
the success of students’ academic achievement is the teacher. Some of the teachers’ factors which influence students’
academic achievement are: qualification, age, experience, knowledge of subject
matter and attitude to teaching.
Teacher’s qualification which is one
of teachers’ characteristics is usually believed to be potentially the largest
influence on schools and students because of its crucial role in the teaching
and learning process. This has come under the spotlight of educational
attention all over the word and the target educational reform presently. The
quality of education of a nation could be determined by the quality of her
teachers. Abe and Adu (2013) and Wiki (2013) opined that teaching qualification
is one of a number of academic and professional degree that enables a person to
become a registered teacher in primary or secondary school.
Usman (2003) argued that shortage of qualified teachers is
responsible for the poor academic achievement observable among the students while Ademulegun (2001) argued
that students taught by more qualified and experienced
teachers in terms of knowledge of the subject matter perform
better than those taught by less qualified but experienced teachers. The
educational analysis recently carried out in Nigeria by the National Economic
Empowerment and Development Strategy (NEEDS, 2005) indicated that more than
forty nine percent (49%) of the teachers in Nigeria are unqualified. This
revealed the quality of teachers teaching various school subjects to the
secondary school students.
According
to Augrist (2004) teachers with long experience on the job are bound to be more
knowledgeable in their specialized areas including their teaching subjects and
education principles on theories. Rivkin Hanushek and kain (2008) point to the
fact that high quality teachers can offset a substantial portion of
disadvantage related to family economic and social circumstances. Hanushek et
al (2008) pin point the experience gains arising during the first year of
teaching with essentially flat impacts of experience subsequently. Consequently
misspecification of the relationship between outcomes and experiences likely
contribute to the failure and find a systematic link between quality and
experience.
A
nonchalant attitude of some teachers’ to work has been attributed to poor
academic performance of students. According to Eggen and Kauchak (2001),
positive teachers attitude are fundamental to effective teaching. They
identified a number of teachers attitudes that will facilitate a caring and
supportive classroom environment, they are: enthusiasm, caring, firm,
democratic practices to promote students responsibility, use time for lesson
effectively, have established efficient routines, and interact freely with
students and providing motivation for them. Fisher et al (1980) also noted that
high level of learning occurs and learners feel good about themselves and the
materials they are learning when teachers use instructional time efficiently.
The way teachers outreach with students’ influences their attitude toward
school and their academic performance. How students perceive their teacher
attitudes to teaching in the classroom will be measured in this study
Qualification, Teaching experience and Teaching skills are variables noted to
have effect on student academic performances.
Ehindero
and Ajibade (2000) asserted that “students, who are curious stakeholders in
educational enterprise, have long suspected and speculated that some of their
teachers lack the necessary professional qualifications. That is, skills,
techniques, strategies required to communicate concepts, ideas, principles in a
way that would facilitate effective learning.” They believed that these
deficiencies contribute significantly to the growing rate of failure and
subsequent drop out of students in secondary institutions. These observations
by stakeholders necessitate the need to investigate the effects of teachers’
factors such as age, academic qualifications, teaching experience and attitude
necessary for teaching and learning in secondary schools on academic
achievement of students.
1.2 Statement
of Problem
The issue of poor academic
performance of students in Nigeria has been of much concern to all and sundry.
The problem is so much that it has led to the widely attained fallen standard
of education in Nigeria which Lagos state is not exempted.
The quality of education depends on
the teachers as reflected in the performance of their duties. Over time,
students’ academic performance in both internal and external examinations had
been used to determine excellence in teachers and teaching. Teachers have been
shown to have an important influence on students’ academic achievement and they
also play a crucial role in educational attainment because the teacher is
ultimately responsible for translating policy into action and principles based
on practice during interaction with the students. Both teaching and learning
depend on teachers; no wonder the teacher factors or variables have been
conceptualized as those distinct features in a particular teacher that make him
or her to perform his or her duty effectively to produce desired results. This
study was designed to determine if teachers’ factors significantly had
influence on the academic achievement of students in economics in public
secondary schools in Mushin Local Government Area of Lagos State.
1.3 Purpose
of the Study
The main purpose of this study is to
investigate teacher factors as a correlate of economics student academic
achievement with focus on selected senior secondary schools in Mushin Local
Government Area of Lagos State. Specifically, the study will be carried out:
1.
to find out the influence of teacher
age on students academic achievement in economics
1.
to assess the influence of teachers
educational qualification on the students’ academic achievement in Economics.
1.
to determine the influence of
teachers’ experience on students’ academic achievement in Economics.
1.
to explore the influence of teachers
attitude on students academic achievement in economics
1.4 Research
Questions
The following questions will be
answer in this study.
1.
What is the influence of teachers’
age on student academic achievement in economics?
1.
Does teachers’ educational
qualification have effect on students’ academic achievement in Economics?
1.
What influence does teachers’
teaching experience have on students’ academic achievement in Economics?
1.
To what extent will teachers attitude
to teaching influence students academic achievement in Economics?
1.5 Research
Hypotheses
The following hypotheses will be
tested in this study:
1.
There will be no significant influence
of teachers’ age and student academic achievement in economics?
1.
There will be no significant effect
of teachers’ educational qualification and students’ academic achievement in
Economics.
1.
There will be no significant effect
of teacher teaching experience on student academic achievement in Economics.
1.
There will be no significant effects
of teachers attitude to teaching on students academic achievement in Economics.
1.6 Significance
of the Study
This study would throw more light
into the problem of poor academic performance of students’ which could be
attributed to the factors of age, educational qualifications and experience.
The outcome of this study is therefore expected to assist all stakeholders in
the teaching and learning processes, particularly at the secondary school level
to fashion out strategies that would enhance government decision on recruitment
of teachers and to enable school administrators to allocate subjects so that
teaching and learning processes, goals and objectives are attainable.
The results of the study may be
helpful in improving the professional attitude of secondary school teachers. It
is expected that the outcome of this study will reveal to school administrators
to admit competent teachers that have good teaching skills. This study will
reveal to government the need to improve on constant supervision of the
teachers in order to achieve the stated teaching and learning objective of
education in Nigeria.
1.7 Scope
and Limitation of Study
The study investigates teacher factor
as a correlate of economics students’ academic achievement in Mushin Local
Government Area of Lagos State.
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