Class Size And Senior Secondary Two (2) Students’ Achievement

Class Size And Senior Secondary Two (2) Students’ Achievement

                                                                              Abstract

The aim of the study was to investigate teachers’ variables and students’ academic achievement in integrated science. It was conducted in public secondary schools in Udung Uko Local Government Area. Three research questions and three hypotheses were formulated to guide the study. The research design adopted for the study was survey research design. From a population of six hundred and twenty six (626) six hundred and twenty students and six teachers) a sample of one hundred and six (106) (100 students and six teachers) was randomly selected for the study. Teacher made integrated science achievement test provided data on student’s academic achievement while teacher’s variable questionnaire provided data on teachers variable of gender, qualification and experience. Independent t-test statistics was used to analyse data obtained from the study. Findings reveal that, there is a significant difference between the academic achievement of students taught by a degree holder (B.Sc (Ed)) and those taught by an N.C.E. teacher; there is a significant difference between the academic achievement of students taught by a male teacher and those taught by a female teacher, and also there is a significant difference between the academic achievement of students taught by a teacher of more than six (6) years experience and a teacher with less than six (6) years experience. Based on the findings of the study recommendations were made among others that: only competent and qualified teachers should be employed to teach integrated science in secondary schools as this will improve student’s academic achievement. Suggestions for further studies were also made.

CHAPTER ONE

INTRODUCTION

1.1   Background of the Study

No education system can rise above the ability of its teachers. This is the position of the National Policy on Education (FRG, 1981). In the teaching and learning environment, the teacher is the third party. The teacher neads between the learners’ characteristics and the force of the environment. The thrust of the mediation is to ensure that permanent changes in behavior take place. As an authority figure in academic area, the teacher does not only teach, but  guides, transmits and interprets, Counsels and is the last chain in the implementation of educational policy.

The roles of teachers in the overall realization of the objective of education cannot be over emphasized. Their influence is fundamental to their students’ progress or lack thereof. To achieve the expected outcome in teaching of integrated science, teachers should be aware of and adhere to certain essentials. They also need to take into consideration some the crucial factors such as classroom atmosphere, classroom management, tolerance, patience and be passionate. These attributes are not inclusive of all major characters that good integrated science teacher should have. Teachers must themselves be persons of good reputation standard before they can lead students towards a fuller standard of understanding of their capacities or assist them to see more clearly what they may become as persons.

Teachers have different variables, which may directly or indirectly influence their performances. For instance, Santrock (1995) sees a teacher’s age, gender and years of teaching experiences as those personal characteristics that can affect academic perforamcne of students in integrated science. In addition to these variables, Efanga (2008) captured the essence of teacher’s variables by inducing income levels and material status of teachers as key elements. Serveral factors have generally been identified as predictor of poor academic achievement of students in intergrated science in Junior secondary schools in Nigeria.

Whereas there are other teachers variables that can influence effective teaching and hence the academic achievement   of students data collection for this study will depend on responses, which may be absolutely free of biases. Akpan (1994) and Nwankwo (1997) observed that availability of qualified teachers determine the performance of students in schools. He also emphasized that teachers involved in in-service/professional training were more effective in classroom as compared to a teacher who had not undergone professional training.

Udoh (2008) reported that a teacher who does not have both the academic and professional qualification would undoubtedly have a negative influence on the teaching of his subjects and hence the academic achievement of his or her students.

Ekanem and Ntuk (2003) in their studies found out that teachers’ variables are strong determinants of students’ performance in schools. For students to be able to make connection between that is taught in school and its application in problem solving in real life, the teacher has to be effective in their teaching. Nwafor, (2009) refers to teachers’ variables as the personal qualities of the teacher which are capable of impacting on the learner. These include the personal appearance of the teacher, his communication skills, empathy, level of mastery of the subject or competence, friendliness with learners, teachers’ the respect for the person or personality and view of the learners, as well as teachers’ commitment to his or her duty.

Orlando, (2011) highlighted the characteristics or variables of an effective teacher to include respect for the students, creating sense of belonging in class, warmth and accessibility, setting high expectations for the students, love for learning, competence and qualification.

1.2   Statement of the Problem

Oredein (2010) has indicated various variations based on age and gender of teachers as the basic challenges on the effective teaching and learning of integrated science. Despite the proliferation of teacher education institutions and the emphasis on professionalization of teaching, the school system in Nigeria is still churning out poor or lower standard of products who cannot write their names properly. He noted that over the years, most schools, private and public, use examination malpractice as a means of success in most of their examinations.

A number of scholars have over the years attributed the continuous poor  performance of students in public examinations to a number of teacher characteristics such as lack of commitment to duty, unwillingness to learn, unhealthy relationship with students, lack of teachers’ mastery of the subject matter; inability to control the class, etc. (Mill, 2009).

The question that this study seeks to answer is do teachers’ variables of qualification, age and experience influence the academic achievement of students in integrated science in junior secondary school in Udung Uko Local Government Area?

1.3   Purpose of the Study:

The main purpose of this study was to examine teachers, variables and academic achievement of students in integrated science in secondary schools in Udug Uko Local Government Area.

Specifically, The Study Sought To:

(1)Examine teacher’s educational qualification and students’ academic achievement in integrated science.

(2)Examine teachers’ gender and students’ academic achievement in integrated science

(3)Examine teachers’ teaching experience and academic achievement of students in integrated science.

1.4   Research Questions

The following research questions were formulated to guide the study:

(i)          What is the difference between academic achievements of student’s taught by a (Bachelor of Education degree holder and an NCE holder?)

(ii)         What is the difference between the academic achievement of students taught by a female teacher and a male teacher?

(iii)        What is the difference between the academic achievement of students taught by a teacher of more than six (6) years experience and that of a teacher with less than two (2) years experience?