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Influence of Teachers Characteristic and Pupils Academic Performance in Basic Science

Influence of Teachers Characteristic and Pupils Academic Performance in Basic Science

 

ABSTRACT

The study examines the influence of teachers’ characteristic and pupils’ academic performance in Basic Science in Ikono Local Government Area. 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 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 in Ikono Local Government Area. Based on the findings, it was recommended among others that experienced teachers with professional qualification should teach in primary schools especially certificate classes.

 

Influence of Teachers Characteristic and Pupils Academic Performance in Basic Science

  

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.

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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 in Ikono Local Government Area.

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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 in Ikono Local Government Area.

1.3   Purpose of the Study

The main purpose of this study was to investigate the influence of teachers’ characteristic affect academic and pupils’ academic performance in Basic Science in Ikono Local Government Area. Specifically, the study intends to:

  1. Determine the influence of teachers’ teaching experience on academic performance of pupils in primary schools in Ikono Local Government Area.
  2. Examine the influence of teachers’ qualification on academic performance of pupils in primary schools in Ikono Local Government Area.
  3. Examine influence of teachers’ communication skill on academic performance of pupils in primary schools in Ikono Local Government Area.

1.4   Significance of the Study

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

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

 

Influence of Teachers Characteristic and Pupils Academic Performance in Basic Science

1.4   Research Questions

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In order to guide the study, the following research questions was formulated

  1. What is the influence of teachers’ teaching experience on academic performance of pupils in Basic Science in primary schools in Ikono Local Government Area?
  2. What is the influence of teachers’ qualification on academic performance of pupils in Basic Science in primary schools in Ikono Local Government Area?
  3. What is the influence of teachers’ communication skill experience on academic performance of pupils in Basic Science primary schools in Ikono Local Government Area?

1.5   Research Hypotheses

The following hypotheses were postulated to guide the study:

  1. There is no significant influence of teachers’ teaching experience on academic performance of pupils in primary schools in Ikono Local Government Area.
  2. There is no significant influence of teachers’ qualification on academic performance of pupils in primary schools in Ikono Local Government Area.
  3. There is no significant influence of teachers’ communication skills on academic performance of pupils in primary schools in Ikono Local Government Area.

1.7   Delimitation of the Study

The study was delimited to teachers’ characteristics and academic performance of pupils in primary schools in Ikono Local Government Area. Only public primary school teachers and pupils were used in the study. Specific teachers characteristics used were: teachers’ teaching experience, teachers’ qualification and communication skills.

 

Influence of Teachers Characteristic and Pupils Academic Performance in Basic Science

1.8   Limitation of the Study

The study was limited by:

  1. Transportation constraint and limited time schedule for study to be carried out.
  2. Financial constraint also exerted a felt limitation on this study as the researcher could hardly have enough money to allow for the coverage of a wider scope.
  3. Some of the respondents (teachers and students) posed a challenged to disclose relevant information for the fear of unknown.

1.9   Definition of Terms

Teacher: is a person involves in an attempt to bring about describable change in human learning ability and behaviour.

Teachers’ variable: this is referred to as qualities that can be measured with test or derived from their academic or professional records.

Academic Performance: refers to the performance of pupils in school either poor or high and average.

Teacher Qualification: is the certificate he/she hold. It is a special skill, knowledge that makes someone tender.

Teachers’ Teaching Experience: is defined as the sum total of professional development, pedagogical preparation, year of training and licensing.

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