Assessment Of Teachers Qualification On Students Academic Performance In Financial Accounting In Some Selected Public Schools

Accounting Education Project and Seminar Material

Assessment Of Teachers Qualification On Students Academic Performance In Financial Accounting In Some Selected Public Schools


Abstract


This study was carried out to assess the impact teachers qualification on students academic performance in Financial accounting using some selected public secondary schools in Esan South-East Local Government Area of Edo State as a case study. The study was specifically set to find out if there is any significant relationship between teacher’s qualification and student academic performance in financial account, determine whether available financial account teachers possesses the qualification required for teaching the subject, investigate whether teachers qualification influences students academic performance. in financial account, and identify the factors influencing teachers effectiveness in teaching financial account. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of financial accounting teachers and students some selected secondary schools in Esan South-East Local Government Area of Edo State. In determining the sample size, the researcher conveniently selected 200 respondents and 150 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables. While the hypotheses were tested using Pearson Correlation statistical tool, SPSS v23. The result of the findings reveals that there is a significant relationship between teacher’s qualification and student academic performance in financial account. Further findings showed that the factors influencing teachers effectiveness in teaching financial account includes: low intellectual capacity, inadequate training, resistance to modern pedagogical methods, negative attitude toward the teaching profession, lack of dedication to professional duties, lack of appropriate teaching and learning tools, and over crowded class room. Therefore, it is recommended that schools should place more emphasis on the development of teachers qualifications and quality through training, seminars and workshops in order to improve students’ performance. To mention but a few.


Table of Content


  • Title Page
  • Certification
  • Dedication
  • Acknowledgement
  • Table of Content
  • List of Tables
  • Abstract

Chapter One:

Introduction

  • 1.1 Background of the Study
  • 1.2 Statement of the Problem
  • 1.3 Objective of the Study
  • 1.4 Research Questions
  • 1.5 Research Hypothesis
  • 1.6 Significance of the Study
  • 1.7 Scope of the Study
  • 1.8 Limitation of the Study
  • 1.9 Definition of Terms
  • 1.10 Organisations of the Study

Chapter Two:

Review of Literature

  • 2.1 Conceptual Framework
  • 2.2 Theoretical Framework
  • 2.3 Empirical Review

Chapter Three:

Research Methodology

  • 3.1 Research Design
  • 3.2 Population of the Study
  • 3.3 Sample Size Determination
  • 3.4 Sample Size Selection Technique and Procedure
  • 3.5 Research Instrument and Administration
  • 3.6 Method of Data Collection
  • 3.7 Method of Data Analysis
  • 3.8 Validity of the Study
  • 3.9 Reliability of the Study
  • 3.10 Ethical Consideration

Chapter Four:

Data Presentation and Analysis

  • 4.1 Data Presentation
  • 4.2 Analysis of Data
  • 4.3 Answering Research Questions
  • 4.4 Test of Hypotheses

Chapter Five:

Summary, Conclusion and Recommendation

  • 5.1 Summary
  • 5.2 Conclusion
  • 5.3 Recommendation
  • References
  • APPENDIX
  • QUESTIONNAIRE

Chapter One


Introduction

1.1 Background of the Study

A teaching qualification, often known as a teacher qualification, is one of a variety of academic and professional degrees that permits a person to become a registered teacher in an elementary or secondary school. These credentials include, but are not limited to, a Bachelor of Education (B.Ed), a National Certificate in Education (NCE), a Post Graduate Diploma in Education (PGDE), a Professional Diploma in Education (PDE), a Masters in Education, and a National Certificate in Education (NCE). Academically qualified teachers are those who have received academic training as a result of enrolling in an educational institution and obtaining qualifications such as HND, B.Sc, B.A, and M.A. and so on. Professionally qualified teachers are those who have received professional training that has provided them with professional knowledge, skills, techniques, and aptitudes that are distinct from general education (Akpo, 2022). 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 come to the conclusion that there is no substantial connection between the academic qualifications of teachers and the academic success of their pupils. The calibre of a country’s teaching force has the potential to provide light on the state of that country’s educational system.

Despite the importance of Accounting, there are a number of observable problems associated with its teaching and learning (Roisin & Oanne, 2018). This is supported by the assertion of Khurram and Naureen (2017)that attributed the deterioration in students’ achievement in accounting to ineffective method of teaching. Bolarinwa and Kolawole (2020)prioritize the lack of adequate qualified and experienced Accounting lecturers. Mapuya (2021) pointed out that students find accounting difficult because they have to contend with different representations such as formulas and calculations at the same time. Specifically, Orleans (2007) asserts that the key factor in what comes out at the end of schooling is what goes on in the classroom. Philip, Wik and Kyun (2017) states that teaching methods are crucial factors that affect the academic achievement of students, and no matter how well developed and comprehensive a curriculum is, its success is dependent on the quality of the teachers implementing it (Agbo-Egwu, Adadu, Nwokolo-Ojo, & Enaboifo, 2017). Bamidele and Adekola (2017)argued that shortage of qualified teachers is responsible for the poor academic achievement observable among the students.

According to Abe and Adu (2016), the employment of experienced and competent instructors in all classrooms is the single most essential element in enhancing the academic performance of accounting students across educational institutions. In particular, the evaluation of a teacher’s level of preparation and certification is a significant correlate of students levels of success in secondary schools. In addition, it has been shown that the features of teachers, such as their certification status and the degrees they have in their respective areas of expertise, have a very strong and positive correlation with the learning outcome of students.


1.2 Statement of the Problem

There is rapid increase in accounting knowledge, which has resulted in a mass of new materials being incorporated into the school syllabus. Accounting is a systematic method of collecting, analyzing, interpreting financial information(Ramli, 2018). Despite the importance of Accounting, there are a number of observable problems associated with its teaching and learning (Roisin & Oanne, 2018). This is supported by the assertion of Khurram and Naureen (2017)that attributed the deterioration in students’ achievement in accounting to ineffective method of teaching.

It is claimed that academic success or failure is related to many factors. In general, various studies that attempt to explain academic success or failure do so by beginning with three elements that intervene in education, namely family causal factor), personal causal factor and academic causal factors(Apostolou, Jack, John, & James, 2017). However, students’ dwindling performance in accounting examinations is so worrisome and this has led many researchers into investigating the factors that could be responsible for this. Among the variables identified are: students’ poor study habit, low self-esteem, teacher quality, shortage of qualified teachers, inadequate teaching facilities in schools, home and school environmental factors, and so on. Christopher and Gary (2018) argued that one key overriding factor for the success of students’ academic achievement is the teacher. Bolarinwa and Kolawole (2020) prioritize the lack of adequate qualified and experienced Accounting lecturers. Mapuya (2021), pointed out that students find accounting difficult because they have to contend with different representations such as formulas and calculations at the same time. In view of the aforementioned, this study seek to assess the impact teachers qualification on students academic performance in Financial accounting in some selected public schools in Edo state.


1.3 Objectives of the Study

The overall aim of this study is to assess the impact teachers qualification on students academic performance in Financial accounting in some selected public schools in Edo state. Hence, the study will be channeled to the following specific objectives;

  1. Ascertain whether there is a significant correlation between teacher’s qualification and student academic performance in Financial accounting in public secondary schools in Edo state.
  2. Ascertain whether available financial accounting teachers possesses the qualification required for teaching the subject in public secondary schools in Edo state.
  3. Ascertain whether teachers qualification influences students academic performance. in financial account.
  4. Ascertain the factors influencing teachers effectiveness in teaching financial accounting in public secondary schools in Edo state.

1.4 Research Question

The study will be guided by the following questions;

  1. Is there is any significant relationship between teacher’s qualification and student academic performance in financial account?
  2. Does available financial account teachers possesses the qualification required for teaching the subject?
  3. Does teachers qualification influences students academic performance in Financial accounting in public secondary schools in Edo state?
  4. What are the factors influencing teachers effectiveness in teaching financial accounting in public secondary schools in Edo state?

1.5 Research Hypotheses

  • Ho: There is no significant relationship between teacher’s qualification and student academic performance in Financial accounting.
  • Ha: There is a significant relationship between teacher’s qualification and student academic performance in Financial accounting.

1.6 Significance of the Study

The research findings would be of great help to the government and other stakeholders by revealing the relationship between the quality of teachers and students‟ academic performance in our schools. This will consequently guide the ministry in adopting a new policy of recruiting teachers i.e. to make sure they recruit qualified teachers who are highly effective i.e. those with knowledge of content, teaching experience, professional certificate and overall academic ability.

The findings will be of benefit to students, most especially those in the post graduate studies, to add more, or to contribute from where the researchers stopped or what is left to be done in the area of study.

The research findings will be of benefit to any individual who is interested in knowing the relationship between teachers’ qualification and students‟ achievement. The findings will be of great importance and help in conference writing related to the area. It will make teachers plan and present their lesson excellently and also those unqualified teachers to go and further their studies so as to meet the minimum required qualification for teaching.

The information from this study will be of benefit to the curriculum developers of the National policy on education to forestall all the lapses during the course of building.


1.7 Scope of the Study

The scope of this study borders on the assessment of the impact of teacher qualification on student academic performance in financial accounting in public secondary schools in Edo State. However, the respondent for this study will be obtained from some selected secondary schools in Esan South-East Local Government Area of Edo State.


1.8 Limitation of the Study

his research project, like all human endeavors, had some challenges that threatened to derail the study’s completion. One of the reasons is that the time allotted for this work was so limited that the researcher did not have enough time to complete the task thoroughly. During data collection, the researcher also had to put forth extra effort to understand the respondents’ interview schedules, several of whom fell into the incomprehensible age group. Also, there were financial and transportation constraints to deal with. Insufficient funds tend to impede the efficiency of the researcher in sourcing the relevant materials, literature, or information and in the process of data collection (internet, questionnaire, interview).


1.9 Definition of Terms

Teacher Qualification:

This refers to the level of academic achievement of a teacher beginning from the level of teachers training to the level of in-service training.

Student Performance:

This refers to the ability and capacity of the student to achieve an educational aim.


1.10 Organizations of the Study

The study is categorized into five chapters. The first chapter presents the background of the study, statement of the problem, objective of the study, research questions and hypothesis, the significance of the study, scope/limitations of the study, and definition of terms. The chapter two covers the review of literature with emphasis on conceptual framework, theoretical framework, and empirical review. Likewise, the chapter three which is the research methodology, specifically covers the research design, population of the study, sample size determination, sample size, and selection technique and procedure, research instrument and administration, method of data collection, method of data analysis, validity and reliability of the study, and ethical consideration. The second to last chapter being the chapter four presents the data presentation and analysis, while the last chapter(chapter five) contains the summary, conclusion and recommendation.


Chapter Five


Summary, Conclusions and Recommendations:

5.1 Introduction

This chapter summarizes the findings on the impact of teachers qualification on students academic performance in Financial accounting using some selected public secondary schools in Esan South-East Local Government Area of Edo State as a case study. The chapter consists of summary of the study, conclusions, and recommendations.


5.2 Summary of the Study

In this study, our focus was to assess the impact of teachers qualification on students academic performance in Financial accounting using some selected public secondary schools in Esan South-East Local Government Area of Edo State as a case study. The study was specifically set to find out if there is any significant relationship between teacher’s qualification and student academic performance in financial account, determine whether available financial account teachers possesses the qualification required for teaching the subject, investigate whether teachers qualification influences students academic performance. in financial account, and identify the factors influencing teachers effectiveness in teaching financial account.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 150 responses were validated from the enrolled participants where all respondent are financial accounting teachers and students some selected secondary schools in Esan South-East Local Government Area of Edo State.


5.3 Conclusions

Based on the findings of this study, the researcher made the following conclusion.

  1.  There is a significant relationship between teacher’s qualification and student academic performance in financial account.
  2. Available financial account teachers does not possesses the qualification required for teaching the subject.
  3. Teachers qualification influences students academic performance in financial account.
  4. The factors influencing teachers effectiveness in teaching financial account includes: low intellectual capacity, inadequate training, resistance to modern pedagogical methods, negative attitude toward the teaching profession, lack of dedication to professional duties, lack of appropriate teaching and learning tools, and over crowded class room.

5.4 Recommendation

Based on the responses obtained, the researcher proffers the following recommendations:

  1. Schools should place more emphasis on the development of teachers qualifications and quality through training, seminars and workshops in order to improve students’ performance.
  2. Teachers should be regularly supervised and monitored on the general aspect of teaching and learning.
  3. Teachers should be able to establish good relationship with their students; this will enhance their interest in learning Accounting.
  4. Teacher education program should be given much attention especially in the area of course content, quality of students being admitted and quality teachers being produced. Regular and continuous professional development is paramount to developing and maintaining high quality science and Accounting teachers.

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