Influence Of Teacher’s Qualities On The Academic Performance Of Students Of Islamic Studies In Ilorin, South L.G.E.A

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Influence Of Teacher’s Qualities On The Academic Performance Of Students Of Islamic Studies In Ilorin, South L.G.E.A


Table of Contents


  • Title page
  • Approval page
  • Dedication
  • Acknowledgement
  • Table of content

Chapter One:

Introduction

  • Background to the Study
  • Statement of the Problem
  • Purpose of the Study
  • Research Questions
  • Research Hypothesis
  • Scope of the Study
  • Operational Definition of Terms
  • Significance of the Study

Chapter Two:

Review of Related Literature

  • Concept, Nature and Implication of Teacher Quality
  • Nature, concept and objectives of Secondary School Islamic Studies
  • Qualities of an ideal Islamic Studies Teacher
  • Academic Performance
  • Appraisal of the Literature Reviewed

Chapter Three:

Research Methodology

  • Research Type
  • Population, Sample and Sampling Techniques
  • Instrumentation
  • Procedure for Data Collection
  • Data Analysis Technique

Chapter Four:

Data Analysis and Results

  • Demographical Characteristics of the Respondents
  • Testing Research Hypothesis
  • Summary of the Findings

Chapter Five:

Discussion, Conclusion and Recommendations

  • Discussion
  • Conclusion
  • Recommendations
  • Suggestions for Further Studies
  • References
  • Appendixes

Chapter One


Introduction

Background to the Study

Education is considered as an agent of human processing where human beings like raw-materials, are processed through schooling and converted to finished product as a result of good teaching by the professional teachers. However, Carter (1995) described the education as the aggregate or totality of all the process by means of which a personal develops ability, attitude, skills and forms of behavior that are of positive values in the society in which he/she live.

Consequently, a professional teaching is related with inculcating a body of knowledge and skills, and development of desirable attitudes. In fact those who engage in teaching career should be seen to have at least a distinct quality and skills, either as a result of formal and informal processes of the selection or more especially due to their professional training, Oyeleye and Soremi (1985), Good (1995), Niajasan (1995), Salawu (1991:6).

Every teacher is a potential educator since a considerable part of his/her life is spent on influencing the thoughts, teaching and behaviours of other (mostly the young) in order to bring about their healthy, all round development (i.e physical, moral, intellectual and emotional development).

Uchefuna (2001), described a teacher as one who produce desired result in the course of his duty as a teacher. Thus, the progress of any society, politically, socially and economically, is largely determined by the quality of its education programme and the quality of teacher in educational industry.

Therefore, quality of teacher is seen among measures that enrich the performance of the students in school. This will in turn give a better man power. Teacher qualities never the less, can be considered to be one of the bedrocks that measurably influence the academic performance of the students, across all levels of educational system. Teacher are regarded as the first authorities of models to the students. Significant number of learners take whatever pieces of information and knowledge imparted to them by their teacher.

As described by Ijaiya (2012), a teacher is an employee who uses his expertise to guide the earner to the content or curriculum. he also give them (students) assistance and feeds them back when necessary he also motivates tern and promotes positive change of behaviours.

Basically the indispensable roles of teacher shows, that any is Studies Teacher must posses required qualities so as to achieve the purpose of inclusion of Islamic, religion studies (IRS) as a subject in the National curriculum. In the modern Nigeria, the professional qualification of Islamic Studies Teacher is based on his exposure to rigorous professional exercises to possess specified knowledge and skill. Any potential Islamic studies educator must have pursued his professional skills in one or more of the following certificates; Diploma in Arabic and Islamic Studies N.C.E. Islamic Studies: BEd Islamic Studies, PGDE Adebayo, (2007).

However, for any interested into becoming a teacher, it is important for them to acquire what qualities make a good teacher, A good teacher is characterized by numerous qualities which make it possible for them to do their job well undoubtedly, every teacher comes with his/her own unique blend of such qualities. Every teacher different, but every good teacher must possess love their, subject, organization skills, willingness to improves, enough courage to face ha rd day, and ability to collaborate with student.

In addition, a teacher is expected to posses certain qualities such as communication skill, emotional stability, teaching technique, clear objective for lesson, effective discipline, good classroom management skills, knowledge of curriculum, knowledge of subject matter and passion for students and teaching Bangbade, (2004), An Islamic studies teacher is also expected to possess excellent characters. Hence, Oladosu (2012), described Islamic Studies teacher as some one that is gentle in his approach lenient in his method and compassionate in his interaction.

The quality of a teacher determined of knowledge performance of students in all levels of knowledge. Similarly, the success of educational enterprises particularly in terms o f good quality education depends largely on regular supply of teacher in quantity and quality. The national policy on education of the federal Republic of Nigeria (2004), asserted that no nation can achieve economic, social and technological progress self sufficiency without a good system of education to sustain its achievement.

The progress of any society determined by the quality of its teachers. It is mandatory for a teacher to develop and update his/her knowledge through training institution, conference and seminar, many people believe in not only in qualification of teacher but also his/her confidence to defend the certificate (either and undergraduate major or master degree) that is pertinent to the subject he/she teachers.

Teacher experience is among the qualities that have strong influence with academic performance of students. The year of experiencing of teaching by teacher reflect the academic performance of students that will eventually lead to actualization of educational aims and objective. The experience teacher perform better than the less experience ones. According to Murnane and Phil (1981) and Kiliyaard and HaIl (1994), the teacher level of teaching experience has been found to establish a positive relationship between the academic performance of their students.

Rosenhltz (1986), added that many studies have established that less experienced teacher regardless of the years of teaching tneffective in teaching. Lassan (2000) and Guga (1998), are of the view that education can not be provided by just anybody. It requires a teacher who plan and deliver the lesson: instruction in such away that objective can be achieved. An unqualified teacher cannot prepare students for WASCE/GCE because it is not certain that they could pass.

Teaching approach is an aspect that is very important to quality teaching as it accomplish knowledge of the subject matter, Teaching approach is described as a method strategy or a combination of careful designed classroom interactions that could be followed meticulously to teach a topic, a concept or an idea. Olorundare (2010).

The mastery of subject matter by the teacher is an aspect that needs to pay attention to and also is a resource and a great educational asset that influence the academic performance of students Olaleye (2011), asserted that teacher are the primary indicator and determinant of quality of education hence, professional and dedicated teachers are needed in schools. He further explained rat the relationship that exists between teachers knowledge of what they teacher and their ability to teach effective and students academic performance have widely established.

However, Olaleye (2011), in his submission buttress the above view, confirm that teachers are expected to thoroughly understand the contents of what teach because teacher who master the material will pass instruction more dear and provide better explanations than those with weaker back ground.

Performance is referred to an action or process of performing a given task or function. However, in education performance is described as students ability to carry out successfully the academic tasks assigns to students by the teachers. Gbadura (2010), described performance as a general term use in every field of life, whether in a schools at work or any other human endeavour. It is a phenomenon that is attributed to almost every action.

Academic performance is an information described non students accomplishes his/her academic given tasks and studies in school.


Statement of the Problem

The problems of fluctuation poor academic performance of students in secondary school have attracted divergent view form different stakeholder in education sector like parents, teachers, member of society and governments at all level apportioning blame on teachers for poor academic performance of students. According to Godswill (2012), a professionally skillful teacher is some who has acquired systematic body of knowledge from a specialized teacher training institution. He knows that he teacher. He facilitates teaching for students and demonstratives exemplary leadership style in classroom, school and society.

In the tight of the above, various studied have been propounded on the relationship between teacher, quality and academic performance.

Borisade (2011), carried out research on teachers’ qualities and school factors as correlates to academic performance is secondary school student in Ekiti State, Olaleye (2011), do finding on the teachers’ characteristic as predictor of academic performance of students in secondary school in Osun State, Nnamdi (2008) worked on teachers qualification, instructional strategies and students’ academic performance in Biology, Adigun (2003), investigated the influence of teacher teaching experience on students’ academic performance, Amao (1992), carded out research on the demand and supply of teachers of secondary school in Osun State, Awoyem (1985), carried out the findings on the relationship: teacher’ experience and teachers’ utilization available social studies instructional materials.

With above views stated, no previous studies mentioned had investigated the relationship between teachers quality and students’ academic performance in Islamic studies. So therefore, the focus of this study was to investigate the relationship between the Islamic studies teachers’ quality and secondary school students’ academic performance in Islamic studies in Ilorin South LGEA which little or no attention has so far been paid to. This is the gap which the study aims at fillings.


Purpose of the Study

The general purpose of this study was to investigate the influence of teacher quality on the academic performance of students of Islamic studies in harm South L.G.E.A. Especially, the study examined.

  1. The general level of students, in Ilorin south, Academic performance in Islamic Studies.
  2. The influence of teachers’ teaching approach and harm South L.G.E.A. students academic performance in Islamic studies.
  3. The influence of teachers’ subject mastery and harm South LGEA students academic performance in Islamic studies.
  4. The Influence of teachers teaching experience and for South LGEA school students academic performance in Islamic Studies the influence of teacher’ teaching experience and Ilorin South LGEA Students Academic Performance in Islamic Studies

Research Questions

In this study the following questions were answered

  1. What is the general level of academic performance of Ilorin South LGEA students in Islamic Studies?
  2. Does teacher teaching approach/technique influence the academic performance of Ilorin South LGEA students?
  3. Does teachers’ Subject mastery influence the form South LGEA students’ academic performance in Is Studies?
  4. Does Teacher’s qualification influence the Ilorin South LGEA students academic performance in Islamic studies?
  5. Does teacher teaching experience influence the Ilorin South LGEA students’ academic performance in Islamic Studies?

Research Hypotheses

The following hypotheses were formulated and test in this study.

  1. Ho1: Teacher’s qualification does not significantly related to secondary school students academic performance in Islamic studies.
  2. Ho2: Teachers teaching experience does not significantly related to secondary school students academic performance in Islamic studies.
  3. Ho3: Teachers’ teaching approach does not significantly related to secondary school students academic performance in Islamic studies
  4. Ho4: Teacher’s subject mastery does not related to secondary school student’s academic performance in Islamic studies
  5. Ho5: Teachers’ accessibility to relevant Islamic studies books does not significantly related to secondary school students academic performance in Islamic studies

Scope of the Study

This study was formulated to investigate the influence of teachers’ quality (‘teachers’ qualification, teaching experience, teaching technique and subject mastery) in Ilorin South LGEA and academic performance of students Islamic studies in Ilorin South LGEA.

The instrument for this study was an adapted questionnaire from Ishaq (2009) and students’ academic performance examination question in Islamic studies. The instrument was titled Islamic Studies Teachers’ Quality Assessment Questionnaire (ISTQAQ) and students performance test.


Operational Definition of Terms

The following were operationally defined as they were used in the content of the study;

Experienced Teacher:

It refers to Islamic studies teacher who have been reaching Islamics for at least five (5) years in Ilorin south LGEA school level.

Less Experienced Teacher:

This refers to an Islamic studies teachers with less than five (5) years of teaching experience in teaching Islamic studies in Bonn South LGEA school level.

Qualified Teachers:

This means the teacher of Islamic studies who possess/awarded any of the following certificates N.C.E. BA. (Ed), MA. (Ed) or PGDE in Islamic studies

Qualified Teacher:

Teachers of Islamic studies who do not possess any of the following certificate: N.C.E BA. (Ed) MA. (Ed) or PDGE in Islamic studies.

Performance:

The academic performance of the students in Islamic studies. It implied the students scores and grades in Islamic studies obtained from Islamic studies performance test measured in percentage.

Teacher’s Quality:

This is referred to teacher qualification, teachers’ teaching experience, teacher teaching approach and teacher’s subject mastery.

Teachers’ Teaching Approach:

This s the ability of a teacher to use different strategies and methods in delivering instructional message across the learning in the classroom setting


Significance of the Study

The findings of this study would significantly help the teachers, students, society, government policy maker and curriculum planner. To teacher, this study scald immensely emboldens the teacher to modernized the knowledge and to prepare themselves to be effective and efficient in their teaching profession.

This study is also significant to the society. This is because when the teachers pass instruction in a better refine manner and also made the instruction clear and simplified it to them students would learn effectively and it will also reflect in their behavior positively and also in society, students through prevalence of this in the society, would understand the application of religious does and don’ts and consequently act in accordance with religious rules and regulations for every individual and the society.

This study would significantly benefit the students in acquiring well packaged and properly prepared lesson from their teachers. Mastering of subject by teacher and experience would assist the students to have good information teacher’ effective teaching styles and ideals materials would enable students to learn effectively and sustain what they have learnt and thereby improving their performance.

This study would assist the government to know the importance of employing qualified teachers that can transmit the true content of the curriculum to the students. Like wise, it would help the government to underscore the imperativeness of proper monitoring and supervision of schools to discovered from them true picture of teaching learning process that goes on in schools.

In the case of educational policy maker, this study would help them to discovered the educational setback applied to frequent changing of educational policy. It would also asset them to determined the types of teachers that should be employed to teach students in the class.

At end, the study, would enable the curriculum developers to include in the curriculum the significant aspect that assist both individual and society the areas that will imbibe the religious culture and virtues in the mind of individual and finally transform the society positively.


Chapter Five


Discussion, Conclusion and Recommendations

This chapter dealt with the following; discussion of the major findings of study, conclusion and recommendations.


Discussion

The finding of this study revealed that no significant relationship existed between teachers’ teaching approach and secondary school students’ academic performance in Islamic studies in Ilorin south. The mean score of the teachers teaching approach which was (25.44) with standard deviation of (4.39) and academic performance of students’ means score which was (28.08) with standard deviation of (4.94) had show cased that the mean score and standard deviation of teachers’ teaching approach were less than that of the students’ academic performance. This indicated that there was no significant relationship between teachers’ teaching approach and students academic performance in Islamic studies in Ilorin south, Nigeria. This finding is not in crime with the finding of Asikhia (2010), Olorundare (2011), where they discovered that teaching approach employed by teachers while teaching has positive relationship with academic performance of the students.

The finding of this study revealed that no significant relationship existed between teachers’ subject mastery and secondary school students’ academic performance in Islamic studies in Ilorin South mean score of the teachers’ subject mastery which was (26.06) with standard deviation of (4.48) and academic performance of students, mean score which was (28.08) with standard deviation (4.94) had showcased that the mean score and standard deviation of teachers’ subject mastery were less than that of the students’ academic performance. This indicated no significant relationship between teachers’ subject mastery and students’ subject mastery and students’ academic performance in Islamic studies in Ilorin South, Nigeria. This finding is not similar to the findings of Adeshina (1980), Adediwura and Bada (2009) who found in their studies that teachers mastery of subject relate positively academic performance of students.


Conclusion

The following are the conclusion of the findings based on the data collected and discussed.

  1. Teachers’ teaching approach has no relationship with academic performance of secondary school students. This might occurred due to the teachers’ lack of appropriate teaching approach while teaching the students in the class.
  2. Teachers’ subject mastery was not related to secondary school students’ academic performance in Islamic studies students in the selected school might not have opportunity to expose to teachers who have mastered the subject whole heartedly.

Recommendations

In view of the findings of this study, the following recommendations were made:

  1. Qualified and experienced teachers of Islamic studies should be employed in the teaching profession and they should be provided with more incentives and better promotional prospects.
  2. Government and other educational policy makes should realize the importance of Islamic uplift which was to do with worship (Ibadah) and prevention of all sorts of vices such as cultism hooliganism, drug abuse, and examination malpractice etc therefore, Islamic studies should be involved in planning and review of the curriculum.
  3. Islamic studies teachers should be encouraged to improve on their method of teaching by attending workshop, seminars organized for such purpose. Those who have deficiencies in English or Arabic languages among the Islamic studies teachers should they as much as possible to remedy their deficiencies.

Suggestion for Further Studies

In view of the fact that this research focused only secondary school in some selected public secondary schools in Ilorin south Local Government Areas further researches may look at this topic in larger population and in more robust statistical techniques to enhance the generalization of findings.


Influence Of Teacher’s Qualities On The Academic Performance Of Students Of Islamic Studies In Ilorin, South L.G.E.A


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Influence Of Teacher’s Qualities On The Academic Performance Of Students Of Islamic Studies In Ilorin, South L.G.E.A


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Frequently Asked Questions


What are the qualities of Islamiat teacher?

Professional Demeanor Businesslike  Emphasize activities most likely to help students learn  Offer clearly defined learning outcomes/goal-oriented  Seriousness  Deliberateness  Organized  Adaptable/flexible  Knowledgeable. 

Do teachers’ behavior and teaching styles influence learning motivation of students?

Findings of this study revealed that there are many aspects regarding teachers’ behavior and teaching styles which influence learning motivation of students.

What is the impact of teaching style on students?

Teaching styles that have an impact on students’ motivation, enthusiasm and involvement. their own interest and passion in their course and their profession. This thing will generate an interest in students to learn a specific course. Davis (1993) differently stated the same thing that teachers’ become zeal and zest.

Do reform-minded teachers affect students’ motivation?

There was modest evidence that the teachers who had had only minimal training in reform-minded practices had negative effects on students’ motivation (e.g., lower self-confidence and increased concerns about performance). 

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