TEACHER - CHARACTERISTICS AS DETERMINANTS OF STUDENTS’ PERFORMANCE IN BASIC SCIENCE IN SOUTH- WEST, NIGERIA

Funmi Florence Adegbola

Abstract


This study investigated teacher- characteristics as determinants of students’ performance in Basic Science in South- West Nigeria. The study was a descriptive survey type. Participants were 2089 students and 324 teachers teaching Basic Science in Junior Secondary School which were randomly selected across the four States in South- west Nigeria. Two instruments titled “Basic Science Teachers’ Characteristics Questionnaire” (BSTCQ) and “Basic Science’ performance Test Questionnaire” (BSPT) were used to collect data for the study. .The reliability of BSTCQ and BSPT were determined through test and retest method and this yielded a correlation co- efficient of 0.87 and 0.92, respectively at 0.05 level of significance. Multiple Regression analysis was used to analyze the data. Findings revealed that, teacher - characteristics such as teachers experience, attitude and qualification significantly influence students’ performance in learning of Basic Science. It was recommended that adequate measure should be taken by the teachers to ensure that students develop positive attitude towards learning Basic Science by using various teaching styles which could influence students’ attitude.


Keywords


Teacher - Characteristics, Students, Attitude, Basic Science, Mathematics.

Full Text:

PDF

References


Aaronson, D.; Barrow, L. & Sander, W. (2007).Teachers’ and students’ achievement in the Chicago public high school. Journal of Labour Economics, 25(1), 95-135

Adepoju, O.A. (2002). Evaluation of the school conservation programme of the Nigerian conservation foundations. Unpublished M.Ed. dissertation,University of Ibadan, Ibadan

Adesoji, F.A. & Olatunbosun, S.M. (2008).Student, teacher and school environment factors as determinants of achievement in senior secondary school Chemistry in Oyo State, Nigeria. The Journal of International Social Research, 1(2), 13-34

Adu, E.O. & Olatundun, S.O. (2007).Teachers’ perception of teaching as correlates of students’ academic performance in Oyo State, Nigeria. Essays in Education, (20), 57-64

Afuwape, M.O.(2012). Integration in Science Teaching- Learning: Problems and prospects. An International Journal of Science and Technology Bahir Dar, Ethiopia. 1 (3), 126-133.

Akani, O. (2016). An evaluation of classroom experiences of Basic Science Teachers in Secondary Schools in Ebonyi State of Nigeria. British Journal of Education. 4 (1), 64-76.

Arafah, H.& Sihes, A.J.B.(2015). Competencies for the Classroom Instructional Designer. International Journal of Secondary Education.3 (2), 16-20.

Ayodele, K.O. (2011). Fostering adolescents’ interpersonal behaviour: An empirical assessment of enhanced thinking skills and social skills training.Edo Journal of counseling, 4(1&2), 62-74

Etsy, K. (2005). Causes of low academic performance of primary school pupils in Theshamia Sub-metro of Shama Ahanta East Metropolitan Assembly of Ghana.Regional Conference of Education in West Africa, Dakar Senegal, 1st–2ndNovember 2005.

Etuk, N.E.; Afangideh, M.E. & Uya, A.O. (2013).Student’s perception of teachers’ characteristics and their attitude towards Mathematics in Oron Education Zone, Nigeria.International Educational Studies, 6(2), 197-204

Kimani, G.N.; Kara, A.M. & Njagi, L.W. (2013).Teachers’ factor influencing students’ academic achievement in Secondary Schools in Nyandarua Country, Kenya. International Journal of Education and Research. 1(3), 1-14

Lawal, T.E., Orji, A.B.C., Danjuma, I.M. et al (2006). History and Philosophy of Integrated Science Education in Nigeria.14/16 National open University of Nigeria. Lagos.

Millenium Development Goals(MDGS) Project (2011). Manual for the re-training of Junior Secondary School Teachers. Basic Science and Technology, National Teachers’ Institute, Kaduna, Nigeria.

Obadara, N.O. (2005). A prospective longitudinal study of psychological predictors of achievement, 34(3), 285-306

Ogunwuyi, O. (2000). A casual model of teachers’ and students’ factors as determinants of achievement in Secondary School Integrated Science. Unpublished Ph.D. thesis, University of Ibadan, Ibadan.

Oke, O.A. (2003). Scientific attitude: A challenge for effective Integrated Science education in Nigeria. Journal of Science Educational and Practice, 1(1), 17-22

Olaleye, F.O. (2011) Teachers’ characteristics as predictor of academic performance of students in secondary schools in Osun state, Nigeria. European Journal of educational studies 3(3), 505-511

Oredein, A.O. & Oloyede, D.O. (2007).Supervision and quantity of teaching personnel effects on students’ academic performance. Educational Research and Review, 2(3), 32-35

Patrick, B. (2005). Why children must not be compared in Education sight for quality Information Magazine. Kenya

Ravkin, S.G; Hahusek, E.A. & Kain, J.F. (2005).Teachers, schools, and academic achievement.Econometrica, 73(2), 417-458

Rockoff, J.E. (2004). The impact of individual teachers on students’ achievement: Evidence from panel data. The American Journal of Economic Review, 94(2), 247-252.

Wenglisky, H. (2001). Teachers’ classroom practices and students’ performance: How schools can make a difference. Research report. Educational Testing Service.

Yara, P.O. (2009). Relationship between teachers’ attitude and students’ academic achievement in Mathematics in some selected senior secondary schools in Southwest, Nigeria. European Journal of Social Sciences, 11(3), 364-369


Refbacks

  • There are currently no refbacks.

Comments on this article

View all comments




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2019 INTERNATIONAL EDUCATION AND RESEARCH JOURNAL