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1.1       Background to the Study

The quality of education of a nation could be determined by the quality of her teachers. The most important factor in improving students’ achievement in Economics  is by employing seasoned qualified teachers in all schools (Abe and Adu, 2013). Okuruwa (1999) found that, policy investment on quality of teachers is related to improvement in students’ performance. Specifically, the measurement of teacher’s preparation and certification are correlates of students’ achievement in science and Economics . It is further reported that, teacher’s characteristics such as certification status and degree in area of specialization are very significant and positively correlated with students learning outcomes in science and Economics . This report was in line with the findings of Salman (2009).

Abe and Adu (2013) and Wiki (2013) opined that, a teaching qualification or teacher qualification is one of a number of academic and professional degree that enables a person to become a registered teacher in primary or secondary school. Such qualifications include, but are not limited to, the Postgraduate Certificate in Education (PGDE). The Professional Diploma in Education (PDE), Bachelor of Education (B.Ed) and Nigeria Certificate in Education (NCE). In Ekiti State, teachers who are academically qualified and those that are professionally qualified are engaged to carry out instructional process (Ahiazu and Prince Will, 2011).

Academically qualified teachers refer to those who have academic training as a result of enrolment into educational institution and obtained qualifications such as HND, B.Sc, B.A, and M.A. and so on; while professionally qualified teachers are those who got professional training that gave them professional knowledge, skills, techniques, aptitudes as different from the general education (Edu and Kalu, 2012). They hold degrees like, B.Ed., B.Sc. Ed, B.A. Ed, and M.Ed and so on. On the other hand, there are studies that have found no significant relationship between teacher educational qualification and students’ academic achievement. For instance, Igwe (1990) investigated the influence of teacher’s qualification on academic performance of students in science subjects in Kano State. The researcher found no significant relationship between teacher’s qualification and students’ performance. While Adeniji (2009), Osokoya (1999) and Oladele (2009) found out that teacher’s qualification contributed minimally to the variance with students’ cognitive achievement and Bilesanmi (1999) and Okonwa (1999) found that teacher’s experience was highly significant on students’ academic achievement in Economics . Coonery (1990) opined that students do not understand Economics  when it is taught by an ineffective teacher. Izumi and Evess (2002) buttressed this by saying that teacher quality is the most important among other critical factors like quality curricula, funding, small class size and learning situation. George (2004) attributed poor achievement of students in Economics  to teacher qualification, inadequacy of materials as well as administrative factors. In teaching Economics , Adesina (1982) and Fafunwa (1985) opined that with an exception of holders of minimum of B.Sc in Economics , many other teachers would be confronted with problem of teaching secondary school Economics  syllabus effectively. Hence, Lussa (1985) argued that no one gives what he/she does not possess. He further said that no matter how good a course curriculum is, if we do not have well trained, qualified and motivated teachers, we may not achieve the desired goals. In view of this, a teacher is someone who has been exposed to a good measure of training in a teaching subject area as well as in professional education:such professionally qualified teachers may according to the Federal Ministry of Education (2004) fall into a number of academic categories. Mkpa (1987) regarded the trained teacher as someone who underwent and completed his education in a formal teacher training institution or in a planned programme of training. Among such areas of training may include principles and practice of education as well as being exposed to an observed period of internship either after or as part of the period of training. People who fall within this category should under normal circumstances be able to fulfill the various functions expected of teachers within and outside the four walls of the classroom. Furrugia (1987) perceived a professional teacher as one who possesses professionally based knowledge in the theory and practice of education as well as find job satisfaction in the belief that he/she is making an important contribution to the social, cultural and economic development of his/her country. Such a teacher should equally, be able to understand students’ abilities to exploit educational benefits of the social context within which he/she lives. He/She s hould be able to assist Students to reach their full intellectual and social  potentials. According to Adieze (1986) non qualified and non-professional teachers in teaching profession are killing the profession because they are not really teachers. He regarded them as “bird” of passage that create unnecessary vacuum whenever they see greener pasture and better prospect in the profession they are originally trained for. The comparison of students’ scores in Economics  achievement test based on teachers’ qualifications becomes necessary in order to know if formal teaching methods has any significant effect/influence on students’ performance in Economics  or not.

The differential scholastic achievement of students in Nigeria has been and is still a source of concern and research interest to be educators, government and parents. This is so because of the great importance that education has on the national development of the country. All over the country, there is a consensus of opinion about the fallen standard of education in Nigeria. (Adebule, 2004). Parents and government are in total agreement that their huge investment on education is not yielding the desired dividend.

1.2             Statement of the problem

Teaching and learning of Economics  depends to a large extent on teacher’s own knowledge of the content and ability to adequately deliver the instruction to the students. However a lot of variables may inhibit or hinder effective dissemination of knowledge to the understanding of the content by the students, such variables may be lack of qualified teachers, teachers’ qualification, experience, inadequate use of instructional materials among others. While the present study sought to determine the effect of teachers’ qualification on secondary school students’ performance in Economics .

1.3       Research Questions

This research will attempt to answer the following questions.

  1. What are the impacts of teacher qualification on students academic performance in Economics ?
  2. What are the impact of teaching experience on students academic performance in Economics ?
  3. Does instructional materials have impact on students academic performance in Economics ?
  4. What effect does teachers attitude have on students academic performance?
  5. Does instructional material have impact on students academic performance in Economics ?

1.4             Purpose of The Study

The major objective of this research work is to investigate impact of teachers’ qualification, working experience on students academic performance in economics. With special focus on college of education, Ikere Ekiti.

Also the specific objective is to

  1. To determine teacher qualification on student academic performance
  2. To determine teacher working experience as a determinant on students academic performance in economics
  3. To determine the attitude of teacher towards teaching and learning of Economics
  4. To determine the effect of  student’s poor academic performance and teacher’s method of teaching Economics
    • Research Hypotheses
  • There is no significant difference between teachers’ qualification and student performance in Economics .
  • There is no significant difference between teachers’ experience and students performance in Economics
  • There is no significant difference between teachers’ method of teaching and students performance in Economics.
  • There is no significant difference between teachers’ attitude and students performance in Economics

1.6 Significances of the Study

This study is considered significant in the sense that it will generate sufficient data for useful to teachers and government that are concerned with the welfare of student. Also, it is hopeful that the study will provide data on effects of teachers qualification on the academic performances of the students.

1.7       Scope of the Study

The scope of this study has been delimited to randomly selected students and teachers  in economics department. College of Education, Ikere Ekiti

One hundred and twenty (100) students and twenty (20) lecturer  were used as respondents and the result was tested with chi-square statistical analysis, using questionnaire as the instrument.