The Effect Of Teacher’s Qualifications On The Performance Of Chemistry Students

Project and Seminar Material for Chemistry Education

The Effect Of Teacher’s Qualifications On The Performance Of Chemistry Students (Daniel)


Abstract


This study was carried out on the effect of teacher’s qualifications on the performance of chemistry students using some selected secondary schools in Arewa Dandi local government Area of Kebbi State as a case study. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of chemistry students and teachers of the selected secondary schools in Arewa Dandi local government Area of Kebbi 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 teachers qualification and teaching effectiveness. The study also revealed that the available business study teachers does not possess the qualification required for effective teaching the subject. Further findings showed that educational qualities of teachers significantly influences students’ performance in chemistry. 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. There should be room for motivation and reinforcement for teachers as a way of making sure that they are motivated for effective teaching and educational practices. 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

The quality of education is a crucial determinant of a nation’s development, and the role of teachers cannot be overstated in this regard. In Nigeria, as in many other countries, the performance of students in subjects like Chemistry is significantly influenced by the qualifications and competencies of their teachers. This introduction seeks to explore the effect of teacher qualifications on the performance of Chemistry students in secondary schools in Nigeria.

Teacher qualifications encompass a spectrum of factors including educational background, subject matter expertise, pedagogical skills, and ongoing professional development. In the context of Chemistry education, teachers with higher qualifications in relevant fields are expected to possess deeper subject knowledge, better instructional strategies, and a greater ability to inspire and engage students. As such, the qualifications of Chemistry teachers are directly linked to the academic achievement of their students.

Several studies have investigated the relationship between teacher qualifications and student performance in Chemistry. For instance, a study by Akpan (2018) found a positive correlation between the academic qualifications of Chemistry teachers and the performance of secondary school students in Nigeria. Similarly, research conducted by Oluwatayo and Adeyemi (2017) highlighted the significance of teachers’ subject matter knowledge and pedagogical skills in enhancing students’ understanding and achievement in Chemistry.
Furthermore, the impact of teacher qualifications on student performance extends beyond academic outcomes to include students’ attitudes towards the subject. Effective Chemistry teachers with strong qualifications are better equipped to cultivate students’ interest, motivation, and confidence in learning the subject, thereby contributing to their overall success.

However, it is essential to recognize that teacher qualifications alone may not guarantee improved student performance. Other contextual factors such as teaching experience, classroom management, school resources, and curriculum relevance also play significant roles in shaping the learning environment and outcomes in Chemistry education.

Therefore, the qualifications of Chemistry teachers in secondary schools in Nigeria have a profound influence on the academic achievement and attitudes of students towards the subject. As such, efforts to improve teacher qualifications, including continuous professional development initiatives, are critical for enhancing the quality of Chemistry education and ultimately contributing to the advancement of science and technology in the country.


1.2 Statement of the Problem

Despite the recent outcry of interactive classroom environment as an effective enhancing strategy, Teachers do not give regard to it, and recent research reaffirms the importance of teachers’ effectiveness at all times, since an inept teacher is ineffective for the teaching profession. This inefficiency may be caused not only by teacher qualities such as intellectual ability, poor training, and opposition to current educational approaches, but also by a negative attitude toward the teaching profession and a lack of commitment to professional tasks (Hakielimu, 2008). in addition, the conventional, docile, passive and teacher centered approach is still been preferred also majority of the chemistry teachers are said to be unqualified educationally to teach the subject as many only studied related courses in the higher institution while some does not obtain there B.sc in the faculty/ college of education.

This in no small measure has led to the continuing dwindling interest and performance of students in the subject. chemistry teacher must therefore employ interactive classroom environment in teaching the subject. Hence, this study sought to find out the extent to which qualification and teaching effectiveness can enhance the interest of students in chemistry.


1.3 Objectives of the Study

The overall aim of this study is to examine the effect of teacher’s qualifications on the performance of chemistry students. Hence, the study will be channeled to the following specific objectives;

  1. Find out if there is any significant relationship between teachers qualification and teaching effectiveness.
  2. Discover whether available business study teachers possesses the qualification required for teaching the subject.
  3. Ascertain whether educational qualities of teachers significantly influences students’ performance in chemistry.
  4. Investigate whether teachers effectiveness influences students academic performance. in chemistry.
  5. Identify the factors influencing teachers effectiveness in teaching chemistry.

1.4 Research Question

The study will be guided by the following questions;

  1. Is there any significant relationship between teachers qualification and teaching effectiveness?
  2. Does the available business study teachers possess the qualification required for effective teaching the subject?
  3. Does educational qualities of teachers significantly influence students’ performance in chemistry?
  4. Does teachers effectiveness influence students’ academic performance in chemistry.
  5. What are the factors influencing teachers effectiveness in teaching chemistry?

1.5 Research Hypotheses

  • H01: There is no significant relationship between teachers qualification and students academic performance in chemistry.
  • H02: There is no significant relationship between teaching effectiveness and students academic performance in chemistry.

1.6 Significance of the Study

The findings of the research work will be of help to teachers, students, school management and educational planners as well as the entire society. It will guide the school management on what qualities and qualifications to look for in recruiting facilitators. It will also give teachers an insight into what is expected of them. Also, these findings can be used to guide educational planners about the need for qualified business study teachers to facilitate effective teaching and learning in secondary schools.


1.7 Scope of the Study

The scope of this study borders on teachers education qualifications and teaching effectiveness in chemistry. The study further seek to determine the relationship between teachers qualification and teaching effectiveness, and the factors influencing teachers effectiveness in teaching chemistry. The respondent for this study will be obtained from some selected secondary schools in Arewa Dandi local government Area of Kebbi 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 Education:

This refers to a means through which prospective teachers are trained to teach.

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.

Effectiveness:

According to the oxford advanced learner dictionary (2006:469). The term effectiveness refers to produce the result that is wanted or intended, producing successful result

Teacher Effectiveness:

According to Weimer (2013:4) teacher effectiveness refers to the process of cultivating skills, stimulate interest in the subject, motivate student to learn, present material well, make subject interesting, helpful and knowledgeable, intellectual challenging, setting high standard and encourage self-initiated learning.

Student Performance:

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


1.10 Organisations 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, abnd 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 effect of teacher’s qualifications on the performance of chemistry students using some selected secondary schools in Arewa Dandi local government Area of Kebbi 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 on the effect of teacher’s qualifications on the performance of chemistry students using some selected secondary schools in Arewa Dandi local government Area of Kebbi State as a case study. The study is was specifically set to find out if there is any significant relationship between teachers qualification and teaching effectiveness, discover whether available business study teachers possesses the qualification required for teaching the subject, ascertain whether educational qualities of teachers significantly influences students’ performance in chemistry, investigate whether teachers effectiveness influences students academic performance in chemistry, and identify the factors influencing teachers effectiveness in teaching chemistry.

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 chemistry students and teachers of the selected secondary schools in Arewa Dandi local government Area of Kebbi State.


5.3 Conclusions

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

  1. There is a significant relationship between teachers qualification and teaching effectiveness.
  2. The available business study teachers does not possess the qualification required for effective teaching the subject.
  3. Educational qualities of teachers significantly influences students’ performance in chemistry.
  4. Teachers effectiveness influences students’ academic performance in chemistry.
  5. The factors that influences teachers effectiveness in primary schools include; 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. There should be room for motivation and reinforcement for teachers as a way of making sure that they are motivated for effective teaching and educational practices.
  3. Teachers should provide adequate academic information to their pupils while also emphasizing the importance of knowledge in their practical lives as responsible individuals.

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