Teachers Teaching Experience and Students Academic Performance in Economics in Secondary Schools

Teachers Teaching Experience and Students Academic Performance in Economics in Secondary Schools

ABSTRACT

This study investigated Teachers Teaching Experience and Students Academic Performance in Economics in Secondary Schools in Mkpat Enin Local Government Area. The main purpose was to assess the difference in teachers’ years of teaching experience and gender bias. The study employed survey research design in carrying out the study. The population of the study was made up of all the teachers and students in all the secondary schools in the study area. Eighteen teachers and one hundred students form the sample size for the study. Simple random sampling technique was used to select the respondents. The instrument used in collecting the needed data for the study was Teachers’ Variable and Teaching and Learning of Economics Questionnaire (TVTLISQ) and Economics Performance Test (BSPT). The data collected was analyzed using simple percentage and independent t-test statistical method.

Teachers Teaching Experience and Students Academic Performance in Economics in Secondary Schools

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 breakthrough in audio-visual equipment, teacher 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 may 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) teacher 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 pupils. 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 which the teacher acquires in one way or the other through training Nkang (2002). 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 students 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 what teachers’ teaching experience and academic performance of students in secondary schools in MkpatEnin Local Government Area.

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 have 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 condition of infrastructure as well as instructional materials in public schools are poor. These prevailing conditions would definitely show a negative influence on the instructional quality in secondary schools which may translate to poor academic performance and values of secondary school teachers. The central problem for this study is to identify some teachers’ teaching experience that may mar or promote students’ academic performance in in secondary schools in Mkpat Enin Local Government Area.

1.3     Purpose of the Study

The main purpose of this study was to investigate the influence of teachers’ teaching experience and students’ academic performance in Economics in secondary schools in Mkpat Enin Local Government Area. Specifically, the study intends to:

1. Determine the influence of teachers’ years of experience on students’ academic performance in Economics in secondary schools in Mkpat Enin Local Government Area.
2. Examine the influence of teachers’ gender on students’ academic performance in Economics in secondary schools in Mkpat Enin Local Government Area.

Teachers Teaching Experience and Students Academic Performance in Economics in Secondary Schools

1.4  Significance of the Study

The study will be significant to the following people, teachers, students and the government in the following ways:

1. It will help in sensitizing teachers on the influence of mastering of subject content in teaching/learning of Economics in secondary schools.
2. The findings of the study will enable ministries to restrategize towards enhancing meaningful teaching/learning by organizing seminar etc on teachers’ experience and learning of Economics.
3. It will create awareness among teachers to realize that their input make or mar students’ performance in schools.
4. It will also encourage teachers to adopt student-centered approach in teaching/learning of Economics in secondary school.
5. The study will serve as data for future researchers in the field of Economics or related discipline.

1.5     Research Questions

In order to guide the study, the following research questions will be formulated

1. To what extent does teachers’ years of experience influence students’ academic performance in Economics in secondary schools in Mkpat Enin Local Government Area?
2. To what extent does teachers’ gender influence students’ academic performance in Economics in secondary schools in Mkpat Enin Local Government Area?

1.6     Research Hypotheses

 The following hypotheses will be postulated to guide the study:

1. There is no significant influence of teachers’ years of experience on students’ academic performance in Economics in secondary schools in Mkpat Enin Local Government Area.
2. There is no significant influence of teachers’ gender on students’ academic performance in Economics in secondary schools in Mkpat Enin Local Government Area.

1.7     Delimitation of the Study

This study focuses on the influence of teachers’ teaching experience and students’ academic performance in Economics in secondary schools in Mkpat Enin Local Government Area. The study considered years of experience and gender in all thepublic secondary schools in Mkpat Enin Local Government Area.

1.8     Limitation of the Study

          The study was limited by:

The researcher encountered some limitation to the scope of the study

• Availability of research materials: The research material available to the researcher was insufficient, thereby limiting the study.

• Time: the time frame allocated for the study could not enhance wider courage as the researcher has to combine other academic activities and examinations with the study.
• Finance: the finance available for the research work could not allow wider coverage as resources were very limited as other academic bills to cover.
• Some of the respondents posed a challenged to disclose relevant information for the fear of unknown

1.9     Operational Definition of Terms

Teacher: this is a person involves to bringing out desirable change in human learning ability and behaviours.

Teaching: this is seen as scientific process that 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 variable skills, knowledge and competence both mental and physical.

Teachers Gender: This is a teacher of either of the sexes (male and female), especially when considered with reference to social and cultural differences rather than biological one.

Teaching Experience: This is defined as all activities undertaken by the teachers in the pre and past teacher training exercise. It also includes participation in all participation in professional development activities geared towards equipping the teacher for better service delivery.