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TEACHER
FACTOR AS A CORRELATE OF STUDENTS’ ACADEMIC ACHIEVEMENT
ABSTRACT
This study
examined the relationship between teacher factors and students’ academic
achievement (in the Faculty of Education, University of Lagos) Akoka – Yaba,
Lagos. The purpose of the study is to investigate the correlation between
teachers’ qualifications, experiences, competences, modes of instruction,
motivation and students’ academic achievement. A descriptive survey research
design was used for the study. Five research questions and five research
hypotheses guided the study. The population of the study consisted sixty
students across all the departments in the Faculty of Education, University of
Lagos. A carefully prepared questionnaire was used as the instrument for data
collection. To analyse data the research utilized Pearson Product Coefficient
Correlation to test each of the hypotheses postulated for the study. The result
obtained showed that teacher factors have significant correlation with
students’ academic achievement. Consequently recommendations were made that the
government through its agencies and parastatals should provide qualitative and
functional education for the students to perform excellently at the expense of
teachers’ contribution.
CHAPTER ONE
INTRODUCTION
Background
to the Study
For many
years, educators and researchers have debated which school variables influence
students' academic achievement. As policy makers become more involved in school
reform, this question takes on new importance, since their many initiatives rely
on presumed relationships between various education related factors and
learning outcomes.
However, it
is not uncommon to hear people inaccurately state that the teacher has the
greatest influence on academic achievement of students. Of course, the true
statement is that, of all the in-school factors, teachers have the biggest
influence. On top of that, research has shown that over two thirds of the
factors that influence student achievement occur out of school.
That is not
to say that we should not continually look at ways to help teachers become
better. It does mean that we should also figure out ways to change the outside
factors too (lack of affordable housing, health care, safety, etc.) It also
means that placing all the blame on teachers which some school reformers are to
do, is disingenuous. But the fact still remains that teacher quality is vital
to student academic achievement.
No doubt,
there has been a lot of interest in the provision of quality education that
will ensure the school’s internal and external efficiency in the society.
Hence, the academic achievement of students is of the highest concern to the
government, educational managers, policy makers, parents and teachers.
But more
often than not, the worrisome students' academic achievement level the
different levels of education most especially at the tertiary level has paved
ways for conscious researchers to investigate the factors considered to affect
students' academic achievement
Coleman et
al (1966) maintained that schools bring little influence to bear upon a child's
achievement, independent of his background and general social context. Other
evidences suggest that factors such as teachers' qualifications and experience,
his competence before his learners, his creativity, resourcefulness, age gender
etc are basic factors for quality education of students.
Students'
academic achievement is usually the quantifiable yardstick of theeducational
system and the pride of the management of the system is a high level of
students' performance. The demand by the populace for educational
accountability can be attested to by the numbers of Nigeria Newspapers,
magazines and journals that usually cry out against the falling standard of our
education. Ajayi (1977) declared that "from experience one is able to
confirm that standards of education are really falling in so far as the
competence of most university freshmen and women are concerned. The most
disturbing symptom of the falling standard of our educational system is the
intellectual performance of the average school leaver who, after six years of
elementary school can hardly read or write. Similarly, the performance at the
tertiary level reveals grave weakness in the educational system.
Parents, and
in fact many people, speak as if teachers alone are responsible for students'
achievement or failure. The search for what constitutes the effective or
quality teacher becomes a critical problem to the nation and researchers in
education in particular. The question then is who is the effective teacher? To
the layman, an effective teacher is one whose students achieve well
academically. This definition of teacher effectiveness is however limited
because teacher effectiveness is a very complex and controversial concept in
terms of definition because there are many factors at play in determining
teacher effectiveness.
Amimi (1986)
opined that if real standard is to be achieved, every group and every person
involved directly or indirectly in the educational service must know what to
do. There has been little inquiry into the effects on achievement that may be
associated with policies and institutional practices that affect the overall
level of teachers' knowledge and skill and even -students' academic
achievements.
We live in a
changing world, a world in which men and things change rapidly and continually.
There are changes in technology and therefore changes in job demand. There is
knowledge explosion as well. People change in their values, beliefs, attitudes
and behaviours. It is therefore necessary that the teachers should change
accordingly so as to be able to cope with the changing circumstances in their
places of work. This can only be achieved through staff training and staff
development.
Training is
a process of making someone to become more proficient, effective and efficient
in the performance of a task or sets of tasks. Through training one is helped
to grow and develop in a desired direction. Staff training or development in
the context of schools refers to all the programmes designed for the continuing
education of the teachers or school personnel. In some cases, it is referred to
as professional growth, in-service education or on the job training. Halliday
(1989) portrays in-service education as a design for drawing on the strength of
individual to help others and to overcome weaknesses, either individually or
collectively and by preparing teachers for new tasks and wider
responsibilities. What is the effect of training of teachers on the cognitive
growth of the students?
On the issue
of teacher experience, if teachers of long experience are shown to be consistently
ineffective then, new tasks could be found for these teachers instead of
retraining them in the classroom. The essential element of staff training is
that it focuses on enhancing both the effectiveness and efficiency of all those
who are involved in teaching-learning profession. Staff development properly
conceived, embraces the professional development of the individual and at the
same time furthers the goals of the school. Through training, the quality of a
teacher will beimproved.
Statement of
the Problem
No
educational institution can be better than the quality of the teaching staff.
One of the goals of teacher education is the production of highly motivated,
conscientious and effective teachers for all levels of the educational system.
Fafunwa (1964) stated that the Nigerian teacher of yesterday was expected to
be, among other things, "a good citizen, a community leader, an innovator,
a disciplinarian, an enlightened parent and often a reservoir of all knowledge
and skills." These were what guided the philosophy of education in Nigeria
before 1966. Therefore the pre-1966 teacher was looked upon as a repository of
knowledge, and a symbol of authority. He had personal knowledge of each child
and his parents. He was a mediator of culture, a link between the school and
the community. The school was the extension of the family and the teacher acted
truly "in loco parentis." This was why the teacher commanded respect
and generated discipline among his students.
Yesterday's
good teacher is not automatically today's good teacher. The present day teacher
probably lacks proper professional training which might impact negatively on
his/her job. When the UPE was introduced, teacher trainees and auxiliary
teachers were selected indiscriminately from among market women, housewives,
petty traders and frustrated job seekers. As a result, many unsuitable
individuals with no basic aptitude, interest or calling for teaching, were
found in teaching and teacher training institutions. Therefore, one should not
expect such non-motivated individuals to become better teachers even if given
the best training. The teacher training colleges therefore produced ill-trained
and ill-equipped teachers who were pushed into the schools to teach.
The question
now is "can ill-trained and ill-equipped teachers be effective? The answer
is "No", because these individuals were incapable of absorbing or
learning the concepts and rigorous training programmes, since they never really
wanted to be teachers.
The
much-talked-about falling standard of education cannot, therefore, be solely
blamed on the teachers but on the adequate planning of these teachers. A truism
said, "If you don't train them, don't blame them" cannot give what
one does not have. Certification like degree is merely a statement that says
that the individual has a potential. The degree is not a testimony that one can
perform but that one has the potential, capability, the promise, and not that
one is fully ready to operate.
The ultimate
goal of teacher training should therefore be the preparation of effective
teachers who are skillful enough to bring about the behavioural changes in
students using the available inputs human, physical and material in the most
efficient manner. The quality, recruitment, selection and training of teachers
are as important as their retention in the services.
In view of
the observation made above, this study identifies the relationship between
teacher factors and academic achievement of students in the University of Lagos
Akoka-Yaba, Lagos.
Objectives
of the Study
This study
sets to achieve the following objectives:
1. To examine the correlation between
teachers’ qualifications and students’ academic achievement.
2. To investigate the effect of teachers’
experience on students’ academicachievement.
3. To examine the relationship between
teachers’ competence and students’ academic achievement.
4. To examine the effect of teachers’ mode
of instruction on students’ academic achievement.
5. To examine the relationship between
teachers’ motivation and students’academic achievement.
Research
Questions
The
following questions are answered in this study:
1. How do teachers’ qualifications have
effect on students' achievement?
2. What is the relationship between
teachers' experience and students' achievement?
3. In what ways does teachers’ competence
affect students' achievement?
4. How does teacher's mode of instruction
affect students' achievement?
5. How can teachers’ motivation affect
students' achievement?
Research
Hypotheses
The
following hypotheses are postulated and. tested in this study:
1. Teacher's qualifications significantly relate
to students' achievement.
2. There is significant relationship between
teachers’ experience and students’ achievement.
3. There is significant relationship between
teachers’ competence and students’ achievement.
4. There is significant relationship between
teachers’ mode of instruction and students' achievement.
5. Teacher's motivation significantly relate
to students' achievement.
Significance
of the Study
This study
is significant for the following reasons: Policy makers could be well informed
that the recruitment, selection and training of teachers are as important as
their retention. Parents would be made to understand that the performance of
their children positively and or negatively should not be blamed on the
teachers alone.
Similarly,
teachers also would be well informed that on-the-job training is one of the
ingredients that an effective teacher need and therefore should not avoid it.
The Scope of
the Study
This study
covers 50 students across different departments in the Faculty of Education,
University of Lagos, Akoka-Yaba, Lagos.
Operational
Definition of Terms
1. Teacher Factors: The sum of all the
several things that influence the teacher in the performance of his teaching to
the learners.
2. Academic: Activities involving a lot of
reading and studying rather than practical or technical skills.
3. Student Academic Achievement: The
success derived by students from their academic activities using their own
knowledge, effort and skills.
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