ABSTRACT: The study examines The Influence of Teachers’ Characteristic and Pupils’ Academic Performance in Basic Science. The population for the study consisted of all the Basic science teachers and senior primary two (SS2) Basic science pupils in all the primary schools in the study area. The total population was and eighteen (18) Basic science teachers two seven hundred and seven (707) pupils. The study employed stratified research design in carrying out the study. Three research questions and three research hypotheses were raise to guide the study. The sample size for the study was eighteen (18) Basic science teachers and 100 Basic science pupils drawn from all the ten (10) primary schools in the study area. The instruments used in gathering the needed data for the study was Teachers’ Characteristics and Academic Performance Questionnaire (TCPAQ) and Basic Science Performance Test (BPT). Data collated was analyzed using simple percentage and independent t-test statistical tools.
The Influence Of Teachers’ Characteristic And Pupils’ Academic Performance In Basic Science
The result of the findings revealed that teachers’ characteristics such as qualification, years of teaching experience and gender have significant influence on pupils’ academic performance in Basic Science in primary schools. Based on the findings, it was recommended among others that experienced teachers with professional qualification should teach in primary schools especially certificate classes.
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
The teaching-learning process involves a vast array of interventional process at the center of which is the success of any educational programme. In spite of the technological breakthroughs in audio-visual equipment, teachers have remained indispensable since they constitute the bulwark in which educational machines are made to have meaning.
There is no doubt that there has been a growing concern about quality and intellectual aims of education in Nigeria society. The school is being looked upon to bring to fruition the attainment of society backed strongly by future citizens who are consciously and innovatively oriented. It is because of this that the teaching activities of the teacher falls under the search lights of the larger society. The National Policy on Education (2004) clearly recognizes the role the teacher which it declares that “no education system can rise above the quality of teachers” this policy went further to say that teacher education shall continue to be given major emphasis in all educational planning and development.
According to Walter (2015) teachers are paid agents of cultural diffusion hired to carry out dark places while Hargreavelles (2015)in his contribution refers to the teacher as the communicators who into the center of our cultural. Walter conception of the teacher is worthy of being transmitted from generation to generation. It is a well-known fact that in Africa in Nigeria in particular teachers had the onerous task of penetrating the village to teach in school established by the missionaries. Literary speak most communities have as their first modernizing, influence the schools with the teacher as the torch-bearer of modernity although everyone is capable of learning something but certainly not everything for light is brought to dark place when the teacher introduces new knowledge ideas and concept of his students. This is what Walter refers to as dark places Ekanem (2016).
Ekanem (2016) defined teaching as an act that has to do with an exhibition of certain characteristics of a person who is involved in it the teacher occupies a central position upon which all other activities within the school revolve, therefore, there are certain qualities expected of him to possess for effective executive functions.
Alaezi (2010) asserts that one mark of a professional teacher is the knowledge and application of methods of change, the wiliness and ability of change of human behaviour. He further stressed that one of the characteristics of a professional teacher is professional competence this ability consist of the knowledge of the subject matter, skill, teaching among others. Nkang (2002) opined that a teacher is a pace setter for direction, his personality should be amiable to influence the climate of the class which will in turn affect the pupils general behaviour and the quality learning that take place on a daily basis.
According to Adeisoji and Olatundun (2008) illustrate that pupils attitude was related to teachers characters personality, Adu and Olatunbosun (2007) contend that teachers characteristics are strong determinant of pupils performance in school. They said that the teacher has a lot of influence on their classroom practices; teacher should have and apply specific abilities without which their influence may not be reflected to their performance in the subject. It is against this background that the study sought to find out how teachers characteristic affect academic and pupils’ academic performance in Basic Science.
The Influence Of Teachers’ Characteristic And Pupils’ Academic Performance In Basic Science
1.2 Statement of the Problem
Abysmal academic performance of pupils in school has been linked to poor teachers’ performance in terms of accomplishing the teaching task, negative attitude to work and poor teaching habit which has been attributed to poor motivation. It has also been observed that conditions that would make for effective teaching such as resource availability condition of service, general conditions of infrastructure as well as instructional materials in public primary schools are poor. These prevailing conditions would definitely show a negative influence on the instructional quality in primary schools which may translate to poor academic performance attitude and values of primary school teachers. The central problem for this study is to identify teachers’ characteristic affect academic and pupils’ academic performance in Basic Science
