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RELATIONSHIP
BETWEEN TEACHER-FACTOR AND STUDENTS’ ACADEMIC PERFORMANCE
ABSTRACT
The study
attempted to examine the relationship between teacher factor and students’ academic
performance in selected secondary schools in Kosofe Local Government Area of
Lagos State. In the study, relevant and related literature was reviewed under
sub headings.
The
descriptive research survey design was applied in the assessment of the respondents’
opinions, with the use of the questionnaire. The sample consisted of 120
respondents selected randomly through the application of the stratified random
selection method to represent the entire population of the study.
Five null
hypotheses were formulated and tested with the use of the Pearson Product
Moment Correlation Coefficient tool at 0.05 level of significance. Results
indicate that a significant relationship exists between students’ academic
performance in the school and each of the teacher factors investigated. These
results were discussed and recommendations were made based on the findings.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Teacher
education is a sine qua non to the academic performance or educational
attainment at any level of life especially, in the educational system where
candidates at all ages require guidance as a preparation for life.
At the
secondary school level, trained teachers are to guide candidates in all class
works and for examination conducts. Teachers need to be properly treated at the
secondary school levels to avoid their aloofness from students in correcting
youthful exuberance (Madumere, 2004). According to Onyema, (2003), the
importance of teachers cannot be over emphasized. Teachers are the custodians
of knowledge in the school system. They are regarded as wise people because of
the peculiar nature of their job. Teachers’ work is very crucial because without
the teacher, there will be no president, the governors, senators and illiteracy
would have covered the earth. With the teachers, there is enlightenment
knowledge and civilization. (Akande, 2005)
As
Greenfield, (2005) puts the work of the teacher cannot be disregarded because
if there is no teacher in any nation, there will be brazen ignorance which will
stall development and growth. According to NPE (1998), no nation can rise above
its teachers. The teaching profession is very important because it is the job
that produces educated and learned people for the development of the society.
This is because, the teacher through his teaching, produces the student who
goes out there in the society to work for the society, and this affects the
society positively.
According to
Wuji (1989), without the teacher, there will be no student. The teacher
occupies an important space in the school system and in the life of the student
and his achievement. Therefore, for the students to perform better, there is
need for the training and retraining of teachers, so that their imputs would be
maximally used by the students and for effective prductivity.
Cage (1994)
has explained that teaching is both an art and a science. According to him, it
is an “instrumental practical art” rather than a “fine art”. That is, teaching
requires improvisation, spontaneity, the handling of a vast array of
consideration of form, style, pace, rhythm and appropriateness in ways so
complex that even computers must lose the way.
According to
Nath (2002), the teaching process is too complex, with a nearly infinite
variety of circumstances, subjects, students groups and age groups, to be
reduced.
Clark and
McCarthy (1998), Austen (1994) state that teaching can and should have
scientific basis. According to them, science deals with relationships between
both input (independent variables) and outputs (dependent variables). A
sizeable amount of good research has been carried out that relates teaching and
administrative practices to student achievement as well as motivation, attitude
and self-esteem.
A
traditional assumption in teaching has been that students require challenging
learning tasks, tasks of intermediate difficulty. This idea has been disproved.
Research shows that students need and enjoy very high success rates, which come
only from tasks at an appropriate difficulty level that are clearly taught and
readily comprehended. For example, Good and Good (2001) and Everton, (2003),
found that high socio-economic status elementary children learned best when the
teachers’ questions elicited about 70% correct responses, while low
socio-economic status pupils learned best with about 80% correct answers to
questions. They concluded that learning proceeds best when the material is some
what new or challenging, yet relatively easy for children to understand and
integrate with existing knowledge and skills. Another study concluded that for
younger students and less able students, almost errorless performance during
learning produces better achievement and greater satisfaction (Filby, 2005).
In effective
schools, monitoring of students progress takes place at all levels. Effective
teacher’s monitor minute-to-minute comprehension, success and engagement rates
along with the longer term achievement records of every student. Effective
principals monitor achievement scores for individual students, classes, grade
levels. Improvement minded superintendents also monitor average achievement
scores for their classes and schools, comparing them with schools in other districts
and with national average (Boot 2003). Whatever level or form, monitoring of
students’ progress takes effective school administrators and teachers of note
to use the achievement information as the basis for modifications of teaching
and or school wide improvement plans.
According to
Goodhead (2000), there are many ways to increase clarity and thus improve
students’ understanding and achievement. In addition to using reviews,
objectives, outlines and overviews, good teachers of note give clear verbal and
written directions. They also repeat key points and instructions and call
attention to main ideas. They give additional explanations and examples
whenever necessary. They structure and sequence the material to minimize
clarity, and they emphasize transition points between lesson parts. They check
for understanding by asking clear questions and making sure that all students
have a chance to respond including the quieter ones.
Effective
teachers reduce confusion by avoiding digressions and irrelevant content (or
the addition of relevant content at the wrong time), that is Kouin’s (2001)
slip-flops and dangles. Effective teachers also review the main ideas and
subparts at the end of the lesson.
All of these
techniques help structure, clarity and reinforce the learning task. They also
help students synthesize information into integrated wholes, with an
understanding of the relationships among parts. These techniques are used by
effective and good teachers and all are positively related to student-achievement.
The teaching
work is very stressful due to the nature of the job. A situation where the
teacher has to grapple with the writing of the lesson note, reading always to
master the content, preparing the lesson in such a way that he teaches without
consulting any materials and coupled with the everyday life struggles, the
teacher ought to be highly remunerated and rewarded materially judging the
enormity of the work he does and the importance of it to the entire society.
But suffice it to say that teachers in Nigeria are not regarded as doing a
great work. Rather people (society) and the government pay them back with total
neglect, disregard as doing a great work and contempt as if they are not
important to the society (Uzoma, 1998). Teaching job is a noble profession
which ought to be handled very well and teachers therefore must be treated
well, recognized and given its reserved position.
1.2Statement
of the Problem
The problem
inherent in the teaching and learning process, is as a result of the teacher –
factor. For instance, the academic performance of students are affected
negatively, when teachers do not possess the necessary mastery of the content
or possess poor teaching method. Also, teachers’ negative attitudes, poor
personality, inexperience, poor classroom management, poor personal hygiene,
poor teacher – student relationship, lack of communicative skills and poor
judgments in the classroom, contribute greatly to the poor academic achievement
of students in the school.
1.3Purpose
of the Study
The purpose
of this study is to determine the relationship between teacher-factor and
students’ academic performance in selected secondary schools in Kosofe Local
Government Area of Lagos State.
1.4Research
Questions
Based on the
background information and statement of the problem of the present study, the
following research questions will be raised to guide the study:
1. Will teachers mastery of content
affect students’ academic performance?
2. Is there any significant difference
between teaching methods and students’ academic performance?
3. Is there any significant difference
between teacher’s educational qualification and student academic performance
due to teacher-factor?
4. Is there any difference between teacher’s
experience and students’ academic performance?
5. Will teacher’s attitude influence
students’ academic achievements?
1.5Research
Hypotheses
On the basis
of the problem stated earlier, four null hypotheses will be postulated:
H01: There is no significant relationship
between teacher’s mastery of content and students’ academic performance.
H02: There is no significant relationship
between teaching method and students’ academic performance.
H03: There is no significant difference in
student’s academic performance due to teachers’ educational qualification.
H04: There is no significant difference due to
differences in their teachers years of teaching on students’ academic
performance.
H05: There is no significant difference between
teachers’ attitude and students’ academic performance in the school.
1.6Significance
of the Study
This study
will be of great benefit to the following:
(1) Teachers: They would benefit from the
findings and recommendations of this study because it will give them an insight
on how to carry out their jobs in the school. It will enable teachers to be
more productive in doing their daily job of teaching and learning. With this
study, many teachers would be-oriented in the art of teaching knowing fully
well that the way they teach will affect students’ academic achievement in
schools.
(2) Students: They would benefit from the
study because it will help them to have the understanding that their teachers
required to be an exemplary one, if his/her teaching experiences would be of
great benefit to the child or the student. With the findings and the
recommendations of this study, students would be able to identify teachers who
“cheat” and real teachers of note in the school system. with this study also,
students would be able to know that they need to be taught by trained and
experienced teachers if they would put up high performances in their academic
careers.
(3) Parents: They would learn that the
careers of their children hang in the balance, if they are being coached by
unprofessional, inexperienced teachers. With this study, parents would be able
to know that there is a great difference between the academic achievement of
students who are taught by well trained teachers and those taught by
non-trained, inexperienced teachers.
(4) Society: The society will be able to
understand the difference in the academic performance of children taught by two
types of teachers (the trained and the untrained) in the school system. This is
because the society benefits if the children are well brought up by a well
trained teacher. Students will be well behaved apart from the exhibition of
high academic achievement, and this will better the lots of the society.
1.7Scope of
the Study
This study
covers teacher-factor and students’ academic performance in secondary schools
in Kosofe Local Government Area of Lagos State.
1.8Limitation
of the Study
This study
is limited to the examination of teacher-factor and students’ academic
performance in secondary schools. Time, finance, shortage of necessary
materials and other logistics will pose a hindrance to the successful
conclusion of this study.
1.9Definition
of Terms
1. Education: Education is derived
from the Latin word “educare” which means to draw out. Education is therefore
defined as a process of drawing out and developing the potentialities of an
individual.
2. The School: The school is one of
the chief agents of education. It is a formal and a planned institution with
rules and regulations established for educating the young and charged with the
responsibility of transmitting the cultural heritage of the people by showing
knowledge and its appreciation as well as adherence to its norms.
3. Teaching: Hyman (1990) sees
teaching as the art and practice of imparting to a learner knowledge, skills,
values and norms that will be useful to the total development of the
individual.
4. Training: This refers to giving a
course of specific instruction or practice to a learner with the purpose to
shape, develop or acquire appreciable habits.
5. Instruction: Ofoegbu (2001) sees
instruction as causing someone to know or be able to do something. It is also
giving a group of people some specific knowledge or skill within or outside a
school environment through observation, discovery and experience.
6. Indoctrination: This is a process
in which the learner is compelled to accept a set of ideas without questioning.
7. Coaching: This involves teaching,
training, instructing or advising an individual or persons in a particular area
of subject in which a student is deficient.
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