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THE EFFECT OF ACADEMIC QUALIFICATIONS OF BIOLOGY TEACHERS ON THE PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN EXTERNAL EXAMINATION

CHAPTER ONE

INTRODUCTION

1.1    Background to the Study

The school environment has a strong positive relationship with

students’ ratings of their overall school satisfaction, students’

self-esteem, and academic performance.  Teacher’s competency enhances

a teacher’s ability to create an environment that is fair,

understanding, and accepting of diverse students, ideas, experiences,

and backgrounds. Teachers have been found to be the single most

important factor influencing student achievement (Cochran-Smith, 2002;

Kaplan & Owings, 2002; Lasley, Siedentop, & Yinger, 2006). The present

study will focus on factors which may influence teacher’s competency

in classroom situation, including (a) teacher use of Continuous

Assessment, a technology-based tool the teacher can use for

communication with students, (b) number of special education students,

(c) class size, (d) teacher use of research based best practices, and

(e) instructional leadership. Few studies have examined the factors

together applying a mixed methods research approach to identify the

complex relationships between all of the factors and student

achievement.

          A study of teacher classroom practices as they relate to

student achievement is important for several reasons. Understanding

the reasons why the teacher is important will give insight to

professional development planners. Identifying such factors

contributing to increased student achievement is paramount in this age

of accountability. The Federal of Nigeria mandates for student

achievement through the various examination bodies are not going away;

schools are held accountable through statewide assessments of all

students. Teachers need to be held to high standards and implement

research-based best practices in their classrooms.  Identifying

factors contributing to student achievement is very important.

Regarding leadership, the principal indirectly impacts the performance

of teachers under his or her leadership as well as the climate and

culture of the building (Stewart, 2008).

          The idea of highly qualified teachers is a good one, but

compliance has not been widespread (Viadero, 2007). Some states in

Nigeria have set low expectations for teacher quality, and sometimes

it depends on what school in which a teacher teaches in. The question

which begs to be asked is what defines teacher quality? If a student

is asked about a teacher who is highly qualified, they will most

likely say that it is the teachers who spend extra time with them and

who makes the class content clear and attainable (Lewis, 2005).

Conversely, the unqualified teachers are the ones who are boring and

don’t connect with them. Students don’t care about educational

certificates or years of experience. Anobi (2006) recognizes that as

true educators, teachers are always learning; and teachers need to

continue to define the meaning of highly qualified, instead of doing

as little as possible within the meaning of the law. As teachers,

educators need to move from mere competence to excellence in practice.

Defining teacher quality is a question that resurfaces again in the

literature on teacher preparation. Does content knowledge in addition

to knowledge about teaching make a difference  in student achievement

(Kaplan & Owings, 2001)? One group believes quality teachers possess

content knowledge and have studied instructional ideas and practices

that have increased student achievement, while another group believes

teachers just need strong content knowledge. Kaplan and Owings (2001)

found disagreement in the literature over whether traditional teacher

preparation positively affected student achievement. They found that

teachers who learn and practice sound pedagogical practices techniques

can affect students’ measured achievements and also students whose

teachers had strong content knowledge and had learned to work with

students who came from different cultures or special needs tested

higher than one full grade over their peers.

Due to the increasing nature of poor academic performance of secondary

school students especially in external examinations like West African

Examination Council (WAEC) or Joint Admission Matriculation Board

(JAMB), many educationists tend to shift the blame on lack of fund

from the government to provide quality textbooks. However, these might

not be the main reasons why students perform poorly in examinations.

It is clear from all indications that some secondary school teachers

are not competent which might lead to poor academic performance of the

students.

1.2    Statement of the Problem

Competent teachers are the most critical piece in improving student

achievement and closing the achievement gap. The most important

difference between the most and least effective classrooms is the

teacher (William, 2007). The single most important influence on

student learning is the quality of teaching, yet most schools don’t

define what good teaching is (Danielson, 2006). This is a problem

because if it is not defined, teachers may not be given the

opportunities to improve practices in the classroom, it is the

student’s achievement that may be harmed as a result.

1.3        Objectives of the Study

The primary aim of this study was to examine the effects of teacher’s

competence on students’ academic performance. This general aim is

expressed in the following specific objectives which are to:

1. Assess teacher’s competence in secondary school;

2. Examine factors influencing teacher’s competence

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

1.4    Research Questions

The following research questions will be addressed by this study:

i.  To what degree does teacher’s competence affect students’ academic

performance?

ii. Is there any significant relationship between teacher’s leadership

style and students’ academic performance?

iii. Is there any significant relationship between teaching style and

students’ academic performance?

iv. Is there any significant relationship between teacher’s

personality type and academic performance of students in secondary

school?

1.5    Research Hypotheses

Ho1 There is no significant relationship between teacher’s competency

and academic performance of students

Ho2 There is no significant relationship between teacher’s leadership

style and students’ academic performance

Ho3 There is no significant relationship between teaching style and

students’ academic performance

Ho4 There is no significant relationship between teacher’s personality

type and academic performance of students in secondary school

1.6       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 classroom climate variables will allow for

professional development for teachers to focus on areas to increase

student achievement.

•        Lastly, 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.

1.7       Scope/Delimitations of the Study

This study centers on  the effects of teacher’s copmptence on academic

performance of students in Abeokuta North Local Government Area of

Ogun State. It is aimed at all secondary school students in Abeokuta

North Local Government but due to time, money and other factors it

will be limited to only five schools in Abeokuta North Local

Government Area of Ogun State.

1.8    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:

 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.

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

Classroom Climate- The classroom environment involving the shared

perceptions of the students and the teachers.

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

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.

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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