EFFECT OF TEACHER -STUDENT RELATIONSHIP ON STUDENTS ACADEMIC
PERFORMANCE IN BIOLOGY.
A CASE STUDY OF IKERE LOCAL GOVERNMENT
AREA
CHAPTER ONE
INTRODUCTION
Background to the study
Teaching is a unique and dynamic profession. What a
nation becomes is dependent on the type and quality of her teachers. As the
school is the mirror of society and an agent of social change, teaching becomes
a process and an instrument of nation building. In education, the classroom teacher is
accountable for the destiny of the nation because there is a strong tie between
his instructional activities, the eventual outcome of his instruction and the
development or otherwise of the nation. Since the inference of teachers’ action
has multiplying effects on the destiny of person, groups and nations, teaching
becomes an overwhelming responsibility and a ‘task’ word.
Biology as a branch of science plays a vital role in
providing knowledge of relevant concepts, scientific skills, environment and
natural phenomena. It helps to develop science process skills and scientific
attitude. Education on the other hand is a designed process for training an
individual by which knowledge is acquired (Eya, 2010). He opined that it is a
vital developmental process which is directly related to the effectiveness of
trained manpower. Biology Education is a process of imparting knowledge, skills
and attitudes in Biology to a learners at any level. It gives the learner a
sound academic knowledge, skills and ample opportunity to apply this knowledge.
According to Okenyi (2012), Biology Education is an application of principles
of education in teaching and learning of Biology. It is also the act of
teaching and training in order to inculcate or transfer the knowledge of
Biology to students
Biology is the study of natural phenomena and
environment which results from curiosity oj man (Nlewem, 2005). Biology is also
a branch of science which has been structured to equip the students with the knowledge
of relevant concepts and scientific skills (Adepoju2016). Biology is all the knowledge of
living things that has come to us from the past. It is therefore the science of
life. Biology education is the act of teaching and learning in order to inculcate
or transfer the knowledge of Biology to the student (Okenyi, 2012). Educating
people in science especially Biology has been widely acknowledged as a way of
promoting economic development, eliminating poverty and introducing social
welfare (Nwagbo, 2005).
Over the years, science
education in Nigeria has faced various Problems. The school curriculum offers a
child-centered teaching-learning approach as students are encouraged to take up
the science related subjects including biology, which occupies a unique position
in the school curriculum and is central to many science related courses (Aina 2012). In Nigeria, the
inclusion of science subjects in the school curriculum is to promote national
development as the nation adopts more science oriented policies and programmes
in education. Poor performance of students is mainly due to lack of motivation
for teachers; poor infrastructural facilities; attitude of students to
learning; lack of teaching skills and competence by science teachers; and lack
of opportunities for professional development of science teachers (Braimoh and
Okadeyi, 2001; Olaleye, 2002). Other factors include syllabus, teacher’s
qualifications, workload, experience and disposition, general lack of teaching
skills and ineffective style of delivery of subject matter are also identified
as some of the causes (Adepoju, 2016; Salau, 2016). Scientific issues involve
the teaching of biological concepts through technology so as to develop science
through interesting contexts. The inclusion of science-technology-society
(S-T-S) issues in the school curriculum (Osborne and Collins, 2000) will
achieve the engagement of students in problem solving activities. Ideal
teaching refers to the teaching and learning process as it is expected to take
place in a classroom in an ideal situation. Actual teaching is the teaching and
learning process that actually takes place in the classroom in relation to the
prevailing academic and environmental conditions. Quality teaching is the
process of continuously improving teaching and learning in order to bring
desirable education goals in the school system. It is the principal measure of
the effectiveness of education and the most attribute to suffer. Teaching and
learning are improved continuously and maintained to bring the desired goals
(Aminu, 2015). Quality teaching in biology is crucial for developing
scientifically literate citizens and improving economic productivity for
sustainable development. It enhances students achievement and strengthens
public confidence in schools. Quality teaching helps students to attain a deep
conceptual understanding (AAAS, 1989). Quality teaching is characterized by an
adequate knowledge of subject matter; encouraging inquiry and hands-on approach
to learning for students; and recognizing individual students as learners as
the teacher builds on learner’s strengths rather than trying to stamp out their
weaknesses. Quality teaching helps teachers to focus on the educational
improvement of learners through the integration of adequate knowledge of the
curriculum content areas, functional pedagogic skills, critical reflective
teaching, empathy and commitment to the educational process and the acquisition
of managerial competencies within and outside the school context. Quality
teachers of biology are knowledgeable about biology, learning and science
teaching and they create an environment in which students are regarded and
treated as active learners. Teaching and learning of biology involves teachers’
knowledge of subject matter and teaching pedagogy (Ball and McDiarmids, 2010).
In a nutshell, Children engage in many important
social relationships that are also influential within the school context. Such
relationships include those with their peers and with teachers. Studies
indicate that these relationships influence performance with various school
domains including social, academic and behavioral arenas (Graziano et al. 2007;
Whitaker, 2004). Reavis et al. (2007) argue that one of the most important
indicators of a student’s success in school is his/her ability to learn,
process and retain information taught in the classroom (what is referred to as
academic success). It is widely acknowledged that early contributors to student
academic outcomes are important since early academic achievement has repercussions
on later development including later academic success and achievement as well
as potential career opportunities.
A large number of research studies demonstrate
that teachers can motivate their students to perform well in the classroom if
they take time to build relationships and interact with the students (Diedrich,
2010). Further research also
indicates that teachers must also strongly believe that building relationships
is essential to the motivation process (Whitaker, 2004). This author emphasizes
on the need to capitalize on these beliefs as a way of enhancing student
academic achievement.
Although study findings demonstrate that
teacher-to-student interactions impact on student academic achievement, many
parents do not appreciate close teacher-to-student relationship as necessary.
Most argue that an effective curriculum is what matters to the success of their
children. Studies however show that for students to effectively learn and
retain what is offered by an effective curriculum they must get support from
their teachers and this is only possible if they interact and build positive
relationships with the teachers. In this era that is characterized by
accountability and high stakes testing for both teachers and students, it is
imperative to explore evidence to establish if teacher-to-student relationships
are indeed a factor in enhancing student academic achievement. Supporters of
the No Child left Behind ACT (NCLB) argue that the most effective way of
improving student achievement is to emphasize on test scores. Nevertheless,
learning is a continuous process where cognitive as well as social
psychological dimensions are involved, and both processes must be considered
for academic achievement to be fully attained.
There is need for research to extend examination
of variables to include investigating the factors that affect students’
attitudes towards school as well as the interactions and relationships they
form with teachers. This is important for two reasons, one, if students like
going to school, they will benefit from important social advantages including
building friendships, learning social skills, and gaining respect for adults as
well as their peers. Second, liking school will enhance their academic
performance. Pianta and Stuhlman (2004) argue that regardless of whether
teacher-to-student relationship is close and positive or fraught with conflict
that relationship has been found to contribute to, as well as be an indicator
for student adjustment to school as well as academic performance. Recent
reports in the United States also indicate that there is low motivation level
among students in most schools, particularly high school.
STATEMENT OF THE PROBLEM
The school system generally in Ekiti State has seen associated with poor academic performance,
formation of bad gangs by Students, perpetual hatred to teachers, neglect of
some subjects which then gave rise to serious problems for the realization of
educational objectives. It is unfortunate that a good number of Students have
lost virtues of good behaviour since their teachers did no longer show the
love, care and affection.
In the sight of the above problems, the researcher therefore
intend to carry out this study in order to emerge with some empirical data
relating to the extent to which poor teacher – Student relationship has
contributed to the non effective academic achievement of biology students in IKERE Local Government.
PURPOSE OF THE STUDY
The main purpose of this study is to find out teacher – Student
relationship on the academic achievement of biology students in Ikerelocal Government.
Specially, the study intends to find out.
1. The level of interaction between teacher and students in the classroom
setting as predictor of student performance
2. If teacher- student’s
relationship effects secondary school performance?
3. the effect of conducive
environment on the academic performance of secondary school students
RESEARCH QUESTIONS
The following questions where
formulated to guide the study
1. What is the level of interaction between teacher and students in
the classroom setting as predictor of student performance?
2. Does the teacher- student’s relationship effects secondary school
performance?
3. What is the effect of conducive environment on the academic
performance of secondary school students?
Significance Of The Study
This research work is being carried out on teacher – Students relationship on academic
achievement of biology students in Ikere
Local Government Area. The work will go along way in helping all state holders
of education which includes teachers, Students, parents and the entire system
of education.
The researcher’s work will be of benefit to the teachers as
it will serve as sense of direction to them by helping them to understand and
know the reason why children perform blow standard, academically in IKERE. Also the work will be of benefit
to Students as they acquire more knowledge which thereby changes the academic
achievement from negative to positive based on the improvement in their
relationship with them. In the case of ministry of education, they will benefit
from their names being gazette in their magazine having recognized them for
excellence. The ministry of education may as well give them grants to maintain
the schools in all activities such as sports and other equipment required;
thereby the schools would be a liability.
SCOPE OF THE STUDY
This study is aimed at investigating the effect of teacher
–students relationship on poor academic achievement in biology. The study cover
five secondary schools in Ikere local
government area
