Teachers’ Variables and Academic Performance of Biology Students

ABSTRACT: This study investigated the influence Teachers’ Variables and Academic Performance of Biology Students. Research hypotheses were formulated to guide the study. Nine hundred (900) Senior Secondary One (SSI) students were randomly selected from ten (10) public secondary schools in the study area constituted the sample size. The research design was survey. The instrument used for data collection was a structured teachers’ questionnaire and Biology Achievement Test (BAT). Data generated were analyzed using independent t-test statistical tool.

Teachers’ Variables and Academic Performance of Biology Students

The result of the study showed that teacher’ variables such as qualification and years of experience have significant influence on student’s academic performance in Biology. Based on the findings, it was recommend that government and school administrators should endeavour to employ qualified teachers to teach in schools.

CHAPTER ONE

INTRODUCTION

1.1       Background to the Study

Teachers’ variable refers to the selected teachers’ characteristics or factors of qualification, experience, attitude and effectiveness that may influence or affect academic performance of students. It remains one of the important phenomenons that must be taken into our educational system. This is because Adeogun (2012) opined that the quality of any educational system depends on the quality of its teaching staff, and that school without human resources may not be able to achieve the goal and objectives of the educational system.

Adesina (2010) also asserted that teachers are the major indicator and determinant of quality education. Highly professional teachers who are indicated are need in schools. It has been established that there is highly correlation between what teachers know and what they teach. Thus, the ability to teach effectively depends on the teachers’ knowledge of the subject matter. Knowledge however occurs in a variety forms.

Teachers’ effectiveness is impeded if the teacher is unfamiliar with the body of knowledge taught. The implication of this for teachers is that they must thoroughly understand the content of what they teach. The teacher that has a clear understanding of a particular topic would certainly use clearer language and illustrations to provide better explanation than those whose background knowledge is weaker. The way the students perceive the teachers in terms of their (teachers’) knowledge of a subject matter may significantly affect the students’ academic performance.

Another teacher-related variable that can affect student’s academic performance is nonchalant attitude of some teachers. According to Eygen and Kauchak (2011) positive teaching, some fundamental attitudes identified to have positive effects on the academic performance of student include, punctualism, care, firmness, enthusiasm, effective time management, motivation and good teacher relationship with students. Fisher et al (2010) noted that high level of learning occurs and learners feel good about themselves and the materials they are learning, when teachers use instructional time effectively and also the way teacher relate with students has effect on students’ attitude and academic performance.

Teachers’ professional qualification, teaching experience and skills are also the most important variables noted to have effect on the student’s performance. Lacks of this variable in a teacher have been noted to contribute significantly to the growing rate of failure and subsequently dropout of students in secondary schools in the state and the country at large.

Teachers’ Variables and Academic Performance of Biology Students

1.2       Statement of the Problem

The overall performance of Biology students in West African Examination Council (WAEC) and National Examination Council (NECO) examinations have been below average in recent years that there are hues and cries among stakeholders in education over the growing rate of failure and subsequent dropout in the Nigerian secondary schools (Ogunboyede, 2011). The low achievement and dismal performance of students in Senior Secondary School Certificate Examination (SSCE) has made educational researchers, parents and other stakeholders to be concerned about the causes of the dismal performance. Teachers have a lot of influence on their classroom practices.

The review of literature has shown that inadequate studies have been conducted nationwide to determine the relationship between single or individual teacher variables and students’ academic performance in Biology. In view of the above, this study is designed to investigate the combined contribution of teachers’ qualification and teachers’ experience towards students’ academic performance in Biology.

Originally posted on November 23, 2021 @ 7:15 pm