THE EFFECT OF TEACHERS’ QUALIFICATION AND SCHOOL ENVIRONMENT ON STUDENTS PERFORMANCE IN BASIC/INTEGRATED SCIENCE
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THE EFFECT
OF TEACHERS’ QUALIFICATION AND SCHOOL ENVIRONMENT ON STUDENTS PERFORMANCE IN
BASIC/INTEGRATED SCIENCE
CHAPTER ONE
INTRODUCTION
1.8
Background to the study
Underachievement and poor performance of
pupils and students in primary, secondary and tertiary institutions of learning
in Nigeria is a common knowledge. Many books have traced these problems to the
introduction of Universal Primary Education (U.P.E) in 1976 which led to the
explosion of primary schools pupils. Due to this explosion, more teachers were
needed and government had no option than to organise crash training programmes
for these primary school teachers who were just hand-picked without any sound
knowledge of teaching and they were made to teach large volumes of pupils in an
unconducive school environment. The pupils under this scheme suffered various
setbacks which led to their poor performance and underachievement in tests and
examinations conducted in schools. It is these pupils that moved on in large
numbers to secondary schools with the same problems still trailing them. More
teachers were employed in secondary schools to meet up with this large number
of students coming in from primary schools. Quoting from Oyeniyan (1994)...”but
to aggravate this already bad situation is the gargantuan need for teachers in
the ever-increasing number of schools which cannot be met by the quantity of
available qualified people”. Now, the questions right now is, are these
teachers qualified enough to handle these knowledge-deprived students and is
the school environment ideal enough to promote effective teaching-learning
activities? Various researches and findings have discovered a lot of factors
contributing to the poor performance of students in Nigeria. “...the amount of
learning and knowledge imparted in our secondary school is scanty and poor,
that learning and knowledge imparted, such as it is, lacks proper moral
content, that the physical facilities and are unconducive to effective
learning, being either non-existence or in a deplorable state; that there is
general indiscipline among students and teachers alike and also a certain
disinclination, even disenchantment, among our people towards education,
resulting in lower school enrolment. It is equally an undisputed fact that this
situation represents a fall, a reversal from what used to be”. (Bassi, 2001)
According to
these, it has been identified that a lot of factors contributes to the
underachievement of students in Nigerian schools. In one of the recent
conferences organized by the Science Teachers Association of Nigeria (STAN
1996), experts from different fields were present to discuss the problems of
low achievement in all the science subjects including Basic/Integrated Science.
The reasons given for poor performance of Nigeria learners were very many but
this study is taken intoconsideration, two (2) important factors related. They
are:
· Lack of qualified teachers; and
· School environment.
Both variables are seen to affect the
academic performance of students in Basic/Integrated Science in Nigerian
schools especially the Government (public) schools.
On looking
at the teachers’ qualification, previous researches by various researchers have
observed that some schools in Nigeria still have a good number of unqualified
teachers in the system (Oyeniyan, 1994). It has been discovered that many
schools in Nigeria are still encountering this problem which as properly observed
by part of article 57 in National Policy on education (N.P.E, Revised Version,
2004) states that...no educational system can rise above the quality of its
teachers. Hence the quality of education obtainable in Nigeria today speaks
volume on the standard and quality of teachers so for Nigerians to produce
quality products for societal development through schools, the teachers should
be of immense quality and professional calibre.
In teaching
profession, nine categories of teachers can be found all over the country but
for secondary schools, only four of these categories are allowed to teach based
on their certification and subject area of interest. For Basic/Integrated
Science, these categories are:
Ø The NCE graduates with science qualification;
Ø The HND graduates with teaching qualification
in science education;
Ø The B.Sc holders without teaching
qualification in science education; and
Ø The B.Sc holders with teaching qualification
in science education.
The school
environment is also a major factor affecting the academic performance of
Basic/Integrated Science students in Nigeria Government schools. By school
environment, it simply includes among others, a safe building, playgrounds,
good sanitation, adequate laboratory, well-stocked library and a nice
landscape. Today in Nigeria, a healthful environment is far from ideal.
As related
to performance, the health of the school population and education are
interdependent. Without health, the school child cannot benefit from the
education received from school. Therefore, the school environment cannot be
isolated from the education of the child with regards to the performance in the
school. The question at hand here is; are the infrastructures in our secondary
schools adequate to facilitate teaching and learning of Basic/Integrated
Science? To answer this question, three important variables come to mind in
view of the school environment, THE CLASSROOM SIZE, THE LIBRARY and most
importantly, THE SCIENCE LABORATORIES for the practical works of all sciences
including Basic/Integrated Science. If these afore-mentioned factors are to be
in deficit in schools, then the child’s educational development, especially
scientific knowledge of the science-oriented child would definitely be at
stake.
1.2 Statement of the Problem
There are
contemporary problems in the teaching and learning of Integrated Science in
Nigeria. These problems affect dissemination of scientific knowledge and skills
at all levels of the educational system. These problems solely contribute to
the underperformance of students which invariably contribute to the scientific
development of the Nation. Out of these numerous problems, two (2) were taken
into consideration which were: teachers’ qualification, and school environment
respectively.
In recent
years, it has been observed by various educational researchers in their work,
that the on-job Basic/Integrated Science teachers are lacking in pedagogical
content, scientific skills, experience and so on. This is a major setback on
the students’ scientific skill development because without an experienced
science teacher, the students would not be able to meet up with the criteria of
becoming scientifically literate at that level.
The school
environment on the other hand has also been observed to affect student
achievement in Basic/Integrated Science. Overcrowded classrooms, lack or
inadequate science laboratories, lack or inadequate school library are major
inhibiting factor in teaching-learning processes in Nigerian schools. A child
cannot learn effectively in an overcrowded class because it is not so conducive
enough. Also when there is no or ill-equipped science laboratory in the school,
how will the Basic/Integrated Science students conduct experiments as well as
developing scientific skills? A school library that is lacking in required
textbooks for studies cannot be of any use to students because it does not
encourage reading interests and research usage.
1.3 Purpose of Study
The purpose
of the study was to
1) Establish if there is any relationship
between teachers’ qualification and students’ performance in terms of:
pedagogical competence, scientific skills, experience, e.t.c to teach the
subject.
2) Investigate if the school environment
truly affects the teaching-learning processes of Basic/Integrated Science in
view of:
a. Overcrowded classrooms;
b. Lack or inadequate school library; and
c. Lack or inadequate science laboratory.
1.4 Research Questions
The research
questions that were answered were:
1) Is there any relationship between teachers’
qualification and students’ performance as subject to; pedagogical competence,
scientific skills and knowledge, experience, e.t.c.
2) Does the school environment have any impact
in the teaching-learning processes of Basic/Integrated Science in view of:
a. Classroom congestion?
b. School library functionality?
c. Science laboratory functionality?
1.5 Research Hypothesis
The null
hypotheses adopted for this study were:
1. The qualification of the on-job Integrated
Science teachers does not differ significantly in terms of pedagogical
competence, scientific skills, and conceptual knowledge subsequent to students’
performance.
2. There is no significant difference in the
performance of students in a good school environment, and those not.
1.6 Significance of the study
The
Government (Ministry of Education)
This study
will also set out to inform the Ministry of Education of the effect of
teachers’ qualification and school environment on the academic achievement of
tomorrow’s leaders so that in-service training and other educational programmes for teachers can
be organised from time-to-time to counter this deficiency, also to try to
provide the required adequate school environment for teaching-learning
activities.
For
students,
This study
will be of immense benefits to the students of the school because it will
improve their performances and develop them scientifically through the
availability of science laboratory, well-ventilated classrooms and school
library coupled with qualified teachers.
For
teachers,
This study
will be help the on-job Basic/Integrated Science teachers to be professionally
inclined in their fields by attending seminars and workshop practices in
enhancing their knowledge in the subject matter and know the appropriate
teaching methods, instructional aids e.t.c to be administered during classrooms
interactions.
1.6 Scope and delimitation of the study
The scope of
this study focused on Basic/Integrated Science teachers’ qualification and
school environment in ways to improve their effectiveness for development of
teaching and learning activities in the school. Due to financial and time
constraint, the study was limited to selected government (public) schools in
Lagos Mainland Area of Lagos state. Since the effect of the teachers’
qualification and school environment on student’s academic achievement is
already known based on previous researches.
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