Teachers’ Variables and Academic Performance of Pupils in Primary Science in Primary Schools

Teachers’ Variables and Academic Performance of Pupils in Primary Science in Primary Schools
Teachers’ Variables and Academic Performance of Pupils in Primary Science in Primary Schools

Abstract: This research work sought to examine Teachers’ Variables and Academic Performance of Pupils in Primary Science in Primary Schools in Ibesikpo Asutan Local Government Area. In order to carry out the study, three research hypotheses were formulated to guide the study. One hundred and eighty (180) pupils were sampled from two thousand (2000) pupils drawn from ten (10) primary schools in the study area. The instrument used for data collection was primary science Performance Test (PSPT) and ten (10) items questionnaire for primary science teacher. Data collected was analyzed using t-test statistical tool.

Teachers’ Variables and Academic Performance of Pupils in Primary Science in Primary Schools



1.1     Background to the Study

Teaching is seen as “scientific process because teaching involves the systematic planning and programming of instruction and experience and the use of technological tools that will lead learners to acquire certain new and valuable skills, knowledge and competences both mental and physical”. It is therefore a necessity for academic and professional qualification of teachers not to be over emphasized in effective teaching and learning process. Teachers experience tends to reflect in class control and ability to meet up with he needs of individual pupils. The length of teaching experience has been an important factor determining how effectively the teaching-learning process in a school has achieved.

Experience improved teaching skills”  and that pupils tends to learn better at the hands of the teacher who has taught then continuously over a period of years. This is because teachers belief that theories of teaching are guided by their previous experience. Experienced teachers’ perceptions of their teaching objectives were significantly more subject-oriented than were those of first-year teachers.

Academic achievement is designated by test and examination scores or marks assigned by the subject teachers. It could also be said to be any expression used to represent pupils’ scholastic standing. Academic achievement of pupils at Primary science school level is not only a pointer of the effectiveness of schools but also a major determinant of the well-being of youths in particular and the nation in general.

Performance of pupils in any academic task has always been of special interest to the government, educators, parents and society at large. The utilization of unqualified and under qualified educators in Nigeria impacts negatively on the teaching with its implication it’s on performance. Perhaps it is in recognition of the positive relationship between teacher qualification and academic performance. An improvement in the staffing situation in terms of quality and quantity with a view to improving learning and raising the level of achievement in Nigerian schools.

Also, Adesina (2003) remarked that the heart of Nigerian educational system is the teacher. According him, the teacher is and will continue to be both major indicator as well as the major determinant of quality education. In some situations, where there are inexperienced teachers, and pupils are mal-treated, pupils may lose interest on their teachers, which tends to increase stagnation or school dropout.

The teacher is regarded as one of the greatest inputs into the educational system. Teachers are recognized as the most important school factor affecting student’s achievement Figlio and Feng (2010). Teachers facilitate effective teaching and learning. At the same time, poor academic performance of pupils can be blame on teachers. This is because the ability of a teacher determines his capabilities based on the level of his exposure through training and skills learnt. In consonance with the above, Ajayi, (2005) claimed that the poor quality  of teachers in Nigerian schools can be traced to poor training received in teachers training institutions though Obsolate materials and equipment.

According to Nwagwu (2009), hostile school environments that are joyless with pretty oppressive demands contribute to the dropout of learners from school. The teacher is one of the environmental factors within the school, thus considered to be a leader whose quality is seen in his ability to initiate ideas and structure, organize and manage his classroom, increase pupils’ skills and knowledge, prepare and present interesting and yet challenging lessons, guide pupils to success and have the ability to assess and evaluate pupils’ learning correctly. If the teacher is ineffective, pupils under the teacher’s tutelage will achieve inadequate progress academically. This is regardless of how similar or different pupils are in terms of individual potential in academic achievement.

Recent national media account have drawn attention to a growing concern that female teachers in a Primary science class have exhibit anxiety in junior Primary science schools and this  is leading to poor academic performance of pupils in the subject. This could lead to a conclusion that teachers’ gender could influence teaching effectiveness which may cause a fall in the academic performance of pupils.  In another related literature, the years of experience of teachers have seems to hinge principally on the number of years taught; time-related criteria can range from 2 years (Texas Administrative cod) or 3 years to 9 years or more which could be seen to have causes serious challenge to the teachers in the teaching learning process.

Most studies identify experience teachers as those who have approximately 5 years or more of classroom experience The findings above therefore formed the background to this study to investigate teachers’ variables such as gender, qualification and years of teaching experience as it affect the academic performance of primary school pupils in primary science in Ibesikpo Asutan Local government Area.

Teachers’ Variables and Academic Performance of Pupils in Primary Science in Primary Schools

1.2     Statement of the Problem

It has been observed that public Primary science schools in Nigeria have been performing poorly. Pupils poor performance in Primary science have been attributed to poor teaching methods, unqualified and inexperienced teachers , poor learning environment and gender requirement for selection into tertiary institutions and further skills training (M.O.E, 2005). Poor performance of Primary science schools in the country undermines pupils’ chances of joining institutions of higher learning and jeopardizes opportunity for job placement, and in most cases reduces an individual’s active participation in national development.

Considering that teachers play a major role in the teaching and learning process, there is need to examine teacher related factors that could influence the academic performance of pupils. This study therefore sought to analyze Teachers’ variables and academic performance of the pupils in Primary Science in Primary schools in Ibesikpo Asutan Local Government Area.

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Peter Hezekiah Lawson (Sir Pee). The CEO of onlineproject.com.ng. A reputable researcher, Web Developer, ICT Instructor and a publisher of many research works in Education.