Economics Teachers’ Variables And Students’ Academic Performance In Senior Secondary Certificate Examination (SSCE) In Uyo Local Government Area

Project and Seminar Material for Economics Education

Economics Teachers’ Variables And Students’ Academic Performance In Senior Secondary Certificate Examination (SSCE) In Uyo Local Government Area


Abstract


This study was carried out to examine economics teachers’ variables and students’ academic performance in senior secondary certificate examination (SSCE) in Uyo Local Government area.The study is was specifically set to determine whether economics teacher’s qualification influences students academic performance in SSCE, ascertain whether economics teacher’s experience influences students academic performance in SSCE, determine whether economics teacher’s attitude influences students academic performance in SSCE and determine whether economics teacher’s teaching method influences students academic performance in SSCE. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of teachers and students of some selected senior secondary schools in Uyo Local Government area. 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 the economics teacher’s experience influences students academic performance in SSCE. Furthermore the study also revealed that the economics teacher’s teaching method influences students academic performance in SSCE. Therefore, it is recommended that educational planners should make effective set up that could improve the level of teacher qualification that leads to having effective teaching methodology. 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

Teaching is a very complicated or multifaceted activity that is affected by some variables such as subject matter, the time available, the teacher’s factor, the disposition of the learners and resources. A distinction can be made between the pedagogical perspectives of teaching which includes the selection and organization of teaching material, method of organization of teaching materials, method of instruction and assessment as well as the interpersonal relationship between teachers and students. There is essential interpersonal relationship between teachers and students. Since teachers prefer a disciplined and conventional environment for learning, whereas others want to create a pleasant classroom atmosphere where students feel safe to take risks and be creative (Adamu, 2016). Success in any worthwhile endeavor may be contingent upon certain critical variables or factors. This can also be said of student’s performance in school. Good achievement in schooling would be the affective (attitude) and psychomotor domains. Ali (2019) argued that one key overriding factor for the success of overall performance in their academic pursuit is the teacher.

In the same vein, Bello (2017) believed that teacher’s qualification level and exposure can go a long way to bringing a discernible difference in the quality of students produced. Chaca (2016) argued that shortage of qualified teachers is responsible for the poor academic achievement observable among the student. Carty (2014) argued that students taught by more qualified and experienced teachers in terms of knowledge of the subject matter perform better than those taught by less qualified but experienced teachers. The educational analysis undertaken in Nigeria by the Federal Government through the instrumentality of National EconomicEmpowerment and Development Strategy (NEEDS, 2005) indicate that more than forty nine percent (49%) of the teachers in Nigeria are unqualified. This sport-lighted the quality of workers constituting the teaching profession in various school subjects in the secondary school in Nigeria. The teachers responsible for teaching economics as a subject in the various Secondary Schools would probably be included among those that said over forty nine percent unqualified teachers.

As important as knowledge of economics in providing them with the necessary skills for social, cultural, and economic integration as well as how to utilized the scarce resources in the society, it appears student’s achievement in this subject at the secondary school level in dwindling than in the other related subjects. The teachers’ instrument (TI), teachers’ attitude (TA), teachers’ qualifications (TQ), teachers’ workload (TW), in terms of number of students handled by teachers and the experience possessed by teachers (TE), teaching the subject as a subjects coupled with the students’ attitude (SA) toward the subject may be responsible in part of the downward trend in achievement observed in the results of the students in the subject (David, 2018). Also viewed it as a totality of an individual’s inclination towards object, institution or idea. The learner from the teachers’ disposition to form attitude towards learning which could positively or negatively affect his or her performance. Teachers’ effectiveness may be primary concern as the determinant of performance in the subject matter. Ineffective teaching in secondary schools arises probably from the quality of teachers recruited to teach the particular subject. In many secondary schools, subjects are taught by people who are neither interested nor qualified in teaching the subject. Secondary schools teachers need to be professionally qualified to enable them work effectively with student/learners in stimulating and directing their growth in the desired directions. Studies have also shown that teachers’ experience exerts a great influence on the academic achievement of students’. Eli (2017) argued that a good foundation is necessary to attract more students while Fada (2017) stressed that performance in separate subjects at the secondary school may be due to the foundation laid on other subject learnt at the elementary and secondary levels.

Gani (2014) showed that teaching experience in external examination such as West African Senior School Certificate Examination (SSCE), National Examination Council (NECO), National Business and Technical Education Examination (NABTEB) and the Unified Tertiary Matriculation Examination (UTME).Researchers have carried out studies on teachers’ demographic variables as age, experience, gender, and attitude as they influence students’ academic performance. A significant relationship exists between teachers’ variables such as gender, area of specialization, possession of academic qualification in education and the learning outcomes of secondary school students. It was also found out that there is no significant relationship between teachers’ qualifications and students’ achievement at senior secondary school certificate level. The main goal of this research study was to carry out an investigation of teacher variables and the academic performance of senior secondary school students in economics in Shongom Local Government Area of Gombe State.


1.2 Statement of the Problem

The obstinately problem of poor academic performance of students in economics at the Secondary level remains very worrisome to stakeholders in the state and Nigeria in general. Scholars have attributed the problem to poor handling of the subject by inexperienced teachers who are not well versed in the subject as well as in classroom dynamics. It has been suggested that the demand of the syllabus is so high that only experienced teachers who can teach the subject effectively by employing various strategies, methodology and tactics to carry the learners in the conventional classroom along should be made to handle it at this level of education for effectiveness teaching and better result. From the above, it is observed that previous studies have centered attention mainly on investigating the differences or relationship between individual (single) teachers’ variables and students’ academic achievement. Evidently, further studies are required to investigate the combined contribution of teachers’ qualification (TQ), teachers’ attitude (TA), teachers’ workload (TW), teachers experience (TE) and students’ attitude (SA) towards students’ academic achievement at the senior secondary school level. This study therefore, sought to investigate how well academic achievement in economics at the SSCE could be explained by the combined influence of teachers’ qualification, teachers’ experience, teachers’ attitude, and teachers’ teaching method.


1.3 Objectives of the Study

Generally, this study seek to examine teachers’ variables and students’ academic performance in senior secondary certificate examination (SSCE) in Uyo Local Government area. The study will specifically;

  1. Determine whether economics teacher’s qualification influences students academic performance in SSCE.
  2. Ascertain whether economics teacher’s experienceinfluences students academic performance in SSCE.
  3. Determine whether economics teacher’s attitude influences students academic performance in SSCE.
  4. Determine whether economics teacher’s teaching method influences students academic performance in SSCE.

1.4 Research Question

The study will be guided by the following questions;

  1. Does the economics teacher’s qualification influences students academic performance in SSCE?
  2. Does the economics teacher’s experienceinfluences students academic performance in SSCE?
  3. Does the economics teacher’s attitude influences students academic performance in SSCE.
  4. Does the economics teacher’s teaching method influences students academic performance in SSCE?

1.5 Research Hypothesis

  1. Ho: There is no significant relationship between teachers’ variables and students’ academic performance in senior secondary certificate examination.
  2. Ha: There is a significant relationship between teachers’ variables and students’ academic performance in senior secondary certificate examination.

1.6 Significance of the Study

The study’s findings are significant as it will aid economics teachers in developing new learning experiences for students and reorganizing existing learning experiences in ways that pique students’ attention. It would be beneficial for instructors to develop a practice of improving on old teaching techniques and maximizing their usage of appropriate, current, and relevant instructional materials and textbooks. Additionally, this study may aid students in developing a more positive attitude regarding the subject’s study. Additionally, both the government and parents would benefit from an examination of their respective roles, which would be underlined in the suggestion column.

Finally, this study will go further in helping researchers with more information on the effects of social media on student’s academic performance.


1.7 Scope of Study

This study is structured to focus on teachers’ variables and students’ academic performance in senior secondary certificate examination (SSCE). The study will only cover four teachers’ variables which are teachers’ qualification, teachers’ experience, teachers’ attitude, and teachers’ teaching method. Hence, this study will be carried out in some selected senior secondary schools in Uyo Local Government area.


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 oOf 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 Organization of the Study

This research work is organized in five chapters, for easy understanding, as follows.

  1. Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study.
  2. Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature.
  3. Chapter three deals on the research design and methodology adopted in the study.
  4. Chapter four concentrate on the data collection and analysis and presentation of finding.
  5. Chapter five gives summary, conclusion, and recommendations made of the study.

Chapter Five


Summary, Conclusions and Recommendations:

5.1 Introduction

This chapter summarizes the findings on teachers’ variables and students’ academic performance in senior secondary certificate examination (SSCE) in Uyo Local Government area.The chapter consists of summary of the study, conclusions, and recommendations.


5.2 Summary of the Study

In this study, our focus was to examine teachers’ variables and students’ academic performance in senior secondary certificate examination (SSCE) in Uyo Local Government area.The study is was specifically set to determine whether economics teacher’s qualification influences students academic performance in SSCE, ascertain whether economics teacher’s experience influences students academic performance in SSCE, determine whether economics teacher’s attitude influences students academic performance in SSCE and determine whether economics teacher’s teaching method influences students academic performance in SSCE.

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 areteachers and students of some selected senior secondary schools in Uyo Local Government area.


5.3 Conclusions

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

  1. The economics teacher’s qualification influences students academic performance in SSCE.
  2. The economics teacher’s experience influences students academic performance in SSCE.
  3. The economics teacher’s attitude influences students academic performance in SSCE.
  4. The economics teacher’s teaching method influences students academic performance in SSCE.

5.4 Recommendation

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

  1. Educational planners should make effective set up that could improve the level of teacher qualification that leads to having effective teaching methodology.
  2. The Ministry of Education should keep reviewing various ways of improving teacher qualification so as to standardize the quality of education.
  3. The School head teachers should actively participate in improvement of teacher qualification especially teacher content mastery and experience so as to improve the level of students’ academic performance through using adequate teaching methodologies.
  4. Teachers should themselves be encouraged in their professionalism in order to improve the school performance thus the level of students’ academic performance.

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