ASSESSMENT OF TEACHER AND STUDENT’S VARIABLES ON STUDENTS ACADEMIC ACHIEVEMENT IN CHEMISTRY
ABSTRACT
The study aimed at assessing teachers’ and students’ variables on students academic Achievement in Chemistry in Ikere Local Government Area. In view of these, five research questions were formulated to guide the study. The sample for this study comprise one hundred thirty (130) students and twenty (20) Teachers selected from six secondary schools. Simple random sampling technique was used to select the schools for the study. A well structured questionnaire was used for data collection and the data were analyzed using simple percentage, while regression analysis were used to test the generated hypothesis at 0.05 level of significance. The study revealed that there was a low positive relationship between teachers’ qualification and academic achievement of chemistry students, there was a high positive relationship between teachers’ working experience and academic achievement among chemistry students. The study also showed that there was high positive relationship between students’ age and academic achievement among chemistry students in senior secondary. Based on the findings recommendations were made that qualified teachers should be employed by government of Ekiti State for teaching in secondary school. It is also recommended that chemistry students must cultivate good study habit and good interest in the subject. Through the ministry education, government should monitor all the schools and ensure that adequate instructional materials present to be used for learning process
TABLE OF CONTENTS
Title page i
Approval Page ii
Certification iii
Dedication iv
Acknowledgements v
Abstract vi
Table of contents vii
CHAPTER ONE: INTRODUCTION
Background to the Study
Statement of the Problem
Objective of the study
Research questions
Research hypotheses
Significance of the study
Scope of the study
CHAPTER TWO:LITRATURE REVIEW
Conceptual framework
Concept of academic
achievement
Concept of teacher’s variable
Concept of Teacher Quality
Studies on teacher’s subject matter knowledge and achievement
Studies on Teacher’s pedagogical knowledge and achievement
Studies on Teacher-Student relationship and achievement
Influence of Teacher’s experience and achievement
Teacher’s qualification and achievement
Teacher qualities and students’ interest in Chemistry
Theoretical framework
Empirical
framework
Summary of literature
CHAPTER III: METHODOLOGY
Research design
Area of the study
Population of the study
Samples and sampling techniques
Instrument for data collection
Validation of the instrument
Reliability of the instrument
Administration of the instrument
Data analysis techniques
CHAPTER FOUR: RESULTS
Introduction
Respondents’ Demography Characteristics
Analysis of research questions
Test of hypotheses
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary
Conclusion
Recommendations
References
Appendix
CHAPTER ONE: INTRODUCTION
Background of the study
The world is fast becoming scientific in thinking and behaviors that without good knowledge of science, particularly Chemistry, it might be difficult for people to adequately function in it. The purpose of exposing children to science instruction right from primary school level is not necessarily to turn them into scientist per se but to provide favorable scientific attitudes of ‘finding out’ and ‘hands-on‘ and to enable them raise questions about things that intrigue them.
The acute shortage of science manpower for the 2nd National Development Plan was an indicator to the rapid growth in the number of Polytechnics in Nigeria. Despite this growth, however, a close appraisal of the third National Development Plan revealed yet a serious distortion. Today the credo in governmental circles is vision 20, 2020. This slogan presupposes that in the year 2020, Nigeria would be among the most economically advanced countries of the world. We however, are skeptical because the problems facing science education and technological development in Nigeria are yet to be addressed. Indeed, a developing economy requires a large pool of scientific manpower to sustain its development. Nigeria, however has failed dismally to prepare, equip and train adequate number of its citizens to cope with its developmental needs.
The issue of poor academic performance of students in Ekiti State has been of much concern to all and sundry. The problem is so much that it has led to the widely acclaimed fallen standard of education in the State and Nigeria at large. The quality of education depends on the teachers as reflected in the performance of their duties. Over time, students’ academic performances in both internal and external examinations had been used to determine excellence in teachers and teaching (Ajao, 2011 in Agharuwhe et al. 2009).
In recent times, the overall performance of students in science subjects in Ekiti State at the school certificate level has been generally not too impressive. Many distinguished scholars and personalities in the society have expressed concern about the situation.
The performance could be used to adjudge the readiness of Ekiti State and the country for its technological development. It is sad to note that the performance in this subject in Ekiti State educational system is very unsatisfactory. A critical look at some public examination results such as WAEC, repudiates the seriousness the Nigerian Educational policy attaches to this discipline which is manifested by skewing admissions into tertiary institutions to 60%, 70% and 80% (for conventional Universities, Polytechnics and Universities of Technology respectively) for science and technology based programme and the proliferation of technological and technical institution.
Considering government huge investment in public examination, its output in terms of quality of students has been observed to be unequal with government expenditure. Consequent upon the observed deterioration in the academic performance, attitude and values of secondary school students in public secondary schools, one wonders if the high failure rates and the poor quality of the students are not reflections of both the teacher and student variables. In other words, the ineffectiveness of both the teachers and the students in the classroom interaction could be responsible for the observed poor performance of students in Chemistry and the widely acclaimed fallen standard of education in Ekiti State.
Alabi (2018) identified the following among the variables that are responsible for students’ poor performance. Shortage of well trained teachers, inadequacy of teaching facilities, lack of funds to purchase necessary equipment, poor quality textbooks, large class/over, crowded classroom/laboratory/workshop, poorly motivated teachers, lack of laboratory and libraries. Observation shows that some other variables not mentioned in the above list but that may equally be responsible for students’ poor performance include teachers’ attitude toward students, ineffective teaching/competence of teachers, teachers qualifications, teaching style, attitude of student to science (Chemistry), learners background, student preparedness to learn, societal values, unstable political system, teachers absenteeism amongst others.
Statement of Problem
Over the years, students‟ achievement in Chemistry has prompted educational researchers to continuously make relentless efforts at identifying mitigating factors that might account for the observed poor performance. Some research studies suggest that factors inside and outside the classroom affect students‟ achievement and interest. Among other variables identified are: Students‟ poor study habit, low self-esteem, teacher factors (teacher’s quality), shortage of qualified teachers, and inadequate teaching facilities in Schools, home factor, school environmental factors and many others. Despite their efforts, students continue to exhibit poor performance in the subject.
In this vein, teacher’s factor has been linked to be one of the causes of students‟ poor performance, in this sense there is need to look into the quality of teachers in our secondary schools because effective teaching elicit effective learning. Teacher is the principal initiator of learning. Therefore, this study is designed to survey the teacher quality indicators as correlate of students‟ interest and achievement in Chemistry.
Objective of the study
The major objectives of this study is to assess teachers and students variable on students academic achievement in chemistry
The specific objectives are
1. To determine the extent in which teachers variable with respect to teachers qualification and working experience have impact on students performance in chemistry
2. To find out if study habit have effect in the teaching and learning of chemistry
3. To investigate if students attitude and interest have impact on students academic achievement in chemistry
4. To find out the effect of teachers –students relationship on students academic achievement in chemistry.
5. To investigate if teachers’ method of teaching have effect on students academic performance in chemistry.
Research Question
The following research questions were raised to guide the study
1. To what extent teachers variable with respect to teachers qualification and working experience have impact on students performance in chemistry
2. Does students study habit have effect on the students’ academic achievement in chemistry
3. To what extend does students’ attitude and interest have impact on students academic achievement
4. What is the effect of teachers –students’ relationship on students’ academic achievement in chemistry?
5. Does teachers’ method of teaching have effect on students’ academic performance in chemistry?
Research Hypotheses
The following null hypothesis were generated to guide the study
1. There is no significant difference between teachers variable with respect to teachers qualification and working experience on students performance in chemistry
2. There is no significant difference between teachers –student’s relationship on students’ academic achievement in chemistry.
3. There is no significant difference on teachers’ method of teaching and students academic performance in chemistry.
Significance of the Study
The study examines teacher and students variable on students’ achievement in Chemistry. Findings from this study would be very useful to the teachers and other stake holders in Education sector on which of the quality indicators that contribute positively to students‟ achievement and interest in Chemistry, thereby charging them to work towards developing and applying it in classroom practices. The findings from the study will also bring to an end the long search by educational researchers, a remedy to the problem of students‟ poor performance in Chemistry. It will also be significant to the Education agencies to always monitor the quality of teachers they post to schools.
Scope of the Study
This study was carried out on senior
secondary two (SS2) Chemistry students and their teachers in some selected
Government owned secondary schools in Ikere Local Government Area of Ekiti
State. The study covers the followings teaches’ qualification and working
experience, teacher – students relationship, teachers method of teaching and
school environment.
CHAPTER TWO: LITERATURE REVIEW
The chapter presents a review of related literature under the following sub-headings.
· Conceptual framework
· Concept of academic achievement
· Concept of teachers variable
· Concept of Teacher Quality
· Studies on teacher’s subject matter knowledge and achievement
· Studies on Teacher’s pedagogical knowledge and achievement
· Studies on Teacher-Student relationship and achievement
· Influence of Teacher’s experience and achievement
· Teacher’s qualification and achievement
· Teacher qualities and students’ interest in Chemistry
· Theoretical framework
· Empirical framework
· Summary of literature
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