Teacher Attitude And Work Attitude As Determinants Of Student Academic Performance

Project and Seminar Material for Education

Project and Seminar Material for Education

Abstract

The study found out the relationship among teachers’ attitude and student’ academic achievement in secondary schools, the achievement of students in schools still remain low in Nigeria. Among the factors that have been identified outcomes in learning are: poor method of instructional material, teacher’s attitude, Laboratory inadequate and poor science background knowledge. A quasi experimental design was adopted for the study. The population was made up to 124 SSS students and teachers from the selected secondary schools in Nigeria. Two research instruments were used for data collection: Teacher attitude towards school teaching scale (TATCTS), achievement test (CAT). The data were analyzed on the basis of the two hypotheses, using independent samples t-test, analysis of variance (ANOVA) and Pearson Product moment correlation. Arising from the findings, it is implied that attitude of teachers teaching in our senior secondary schools have significant effect on the achievement of students as one of the science subject. It must be realized that, if teachers show positive attitude towards teaching, the achievement of students will be better than what we have now in our secondary schools.

Table of Content

Preliminary Page(s)

  • Title page
  • Certification page
  • Dedication
  • Acknowledgement
  • Abstract
  • Table of content

Chapter One

Introduction

  • 1.1 Background To The Study
  • 1.2 Statement Of Problem
  • 1.3 Objectives Of Study
  • 1.4 Research Questions
  • 1.5 Hypothesis
  • 1.6 Significance Of Study
  • 1.7 Scope/Limitations Of Study
  • 1.8 Definition Of Terms
  • 1.8 Definition Of Terms

Chapter Two

Literature Review

  • 2.1 Theoretical Framework
  • 2.2 Conceptual Review
  • 2.2.2 The Concept Of Poor Academic Performance
  • 2.3 Teacher Educational Qualification
  • 2.4 Empirical Review

Chapter Three

Research Methodology

  • 3.1 Research Design
  • 3.2 Area Of The Study
  • 3.3 Population Of The Study
  • 3.4 Sample Size And Sampling Techniques
  • 3.5 Research Instrument
  • 3.6 Validity Of The Instrument
  • 3.7 Reliability Of The Instrument
  • 3.8 Method Of Data Collection
  • 3.9 Method Of Data Analysis

Chapter Four

Data Presentation, Analysis And Interpretation

  • 4.3 Hypothesis To Be Tested

Chapter Five

Findings, Conclusion And Recommendation

  • 5.2 Conclusion And Recommendation
  • 5.3 Recommendation
  • 5.4 Conclusion
  • References

Chapter One

Introduction

1.1 Background To The Study

The importance of qualified teachers and school attitude in schools today in particular cannot be overemphasized. Reason being that school attitude has a major effect in the attitude of education students received. This implies that schools that fail to provide the necessary learning facilities and create a conducive atmosphere for teaching and learning coupled with qualified teachers may hardly put in the best in their students especially in the area of academic performances.

The attitude of education not only depends on the teachers teaching performances, but also on how he/she can control the school attitude effectively (Ajao, 2001). Many factors might contribute to students’ poor achievement inschool which may include: poor study habits and lack ofavailable resource materials, poor school climate, indiscipline,inadequate facilities, teachers’ ineffectiveness, the teachingmethod and the type of learning attitude available for boththe students and the teachers, Teacher’s ineffectiveness as a cause of student’s poor performances can narrowed down to their qualification in the subject(s) being taught. Learning can also be said to occurthrough one’s effective interaction with one’s attitude. Attitudehere refers to availability of facilities that are of good help to facilitate studentslearning and yield a positive outcome on their academic performances. This attitude ranges from books, audio-visual, software andhardware of educational technology; so also, size of classroom,sitting position and arrangement, availability of tables, chairs,chalkboards, shelves on which instruments for practical arearranged (Farrant, 1991 and Farombi, 1998).

On the other hand, the extent at which some teachers, exhibit high level of indiscipline within the school attitude does not seem to portray them as role models. Thus, they rather encourage indiscipline among students by their attitudes as this may have negative influence of students’ academic achievement.

Teachers on the other-hand can make or mar the school curriculum; therefore, their adequacy and attitude such as qualification, experience, attitude and personality for better service delivery needs to be assessed by the school authority on a regular basis, so that students’ academic performance won’t be jeopardize with.

The availability of qualified teachers is a major determinant in the performance of students in schools Akinsolu (2010).Coonen (1987) emphasizes that teachers who has undergone in-service training were more effective in classrooms as compared to teachers who had not undergone any form of training.

Many scholars and researchers generally are not in agreement that the school attitudes, which include teacher administration, play a critical role in positive academic performances than other variables (Patrick, 2005). The important role of the teachers in the learning is unquestionable. Teachers have been said to have a lot of influence on their classroom practices. Teachers should have and apply specific teaching skills and abilities that can be reflected in their students’ performance in the subject they teach, in which the students will be able to make connection between what is taught in school and its application in problem solving in real life.

1.2 Statement Of Problem

The influence of teacher attitude and school attitude on positive academic achievementof students has been an issue of concern to all stakeholders and researchers ineducation. This is crystal clear in the rate of mass failure of studentsin both internal and external examinations which might be narrowed down to lack of basic infrastructural facilities like good buildings and classrooms and teacher attitude, experience and competence.However, several research studies have fail to identified other factors such as school climate, discipline and physical facilities, teacher attitude, type of location of school and over population of students inclassroom as being responsible for poor academic for pooracademic achievement of students. However, the researcher is examining the effect of teacher’s attitude and work attitude on student’ academic performance.

1.3 Objectives Of Study

The following are the objectives of this study

  1. To examine the teacher’s attitude as determinants of student academic performance
  2. To determine the effect of work attitude on student academic performance
  3. To identify factors that affect student academic performance.

1.4 Research Questions

  1. What are the effects of work attitude on student academic performance?
  2. What is the correlation between the teacher’s attitude and student academic performance?
  3. What are the factors encouraging student academic performance?

1.5 Hypothesis

Hypothesis 1
  • HO: Teacher’s attitude does not determine student’ academic performance
  • HA: Teacher’s attitude determine student academic performance
Hypothesis 2
  • HO: Work attitude does not have any effect on student’ academic performance.
  • HA: Work attitude does have effect on student’ academic performance.

1.6 Significance Of Study

  1. The outcome of this study will form a useful guide for school management/boards on type of school attitude that can facilitate better learning among student.
  2. The result of this study will also go a long way to help in maintaining discipline among teachers because of the major role they play in student’s academic performance.
  3. The outcome of this research work will also go a long way in educating school management and board on the attitude of teachers that are been employed.
  4. This research will also serve as a resource base to other scholars and researchers interested in carrying out further research in this field subsequently, if applied will go to an extent to provide new explanation to the topic.

1.7 Scope/Limitations Of Study

This study on teacher’s attitude and work attitude as determinants of student academic performance will cover the assessment of a selected school, its attitude and the teachers.

1. Financial constraint

Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

2. Time constraint

The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.

1.8 Definition Of Terms

1. Teacher:

A person whose job is to pass information and orient students about certain subjects

2. Student:

A person formally engaged in learning, especially one enrolled in a school or college

3. Attitude:

The setting or conditions in which a particular activity is carried on.

4. Performance:

The accomplishment of a given task measured against preset known standards of accuracy, completeness, cost and speed

Chapter Five

Findings, Conclusion And Recommendation

The objectives of this study were:

  1. To examine the teacher’s attitude as determinants of student academic performance
  2. To determine the effect of work attitude on student academic performance
  3. To identify factors that affect student academic performance
    Findings from the study revealed the following:
  4. That there is a significant relationship between the qualification of teachers and student’ academic performance.
  5. The performance of student is a direct consequence of the level of qualification of teachers.
  6. Working attitude of teachers has an effect on student’ academic performance.
  7. There is a high impact of the qualification of teachers on the academic performance of student.
  8. Better working attitude improves both teachers and student’ academic performance.

5.2 Conclusion And Recommendation

This study based on the relationship between teachers attitude and students academic achievement in school. One hundred and ten SSS school students, 14 school teachers from selected secondary schools in Ijebu-Ode and Odogbolu Local Government area in Ogun State participated in this research. Two research hypothesis and two research questions were formulated and the instruments used for the collection of data were: Teachers’ attitude towards school teaching achievement Test (CAT).

The data collected from the instruments were analyzed using Pearson Product moment correlation, T – Test and analysis of variance. The first null hypothesis which stated that there is no significant relationship between teachers’ attitude and student’s academic achievement in SSS school has been rejected. The result of analysis showed that the correlation co efficient (r) is significant at P<0.05 (r = – .340, P<0.05). This is indicates that there is a significant relationship between teacher’s attitude towards school and students academic achievement in the subjects.

The second null hypothesis which states that there is no significant difference between the mean school achievement scores of males and female students in SSS school has also been rejected. From the summary on Table 5 above, showed that there is a significant difference in the mean school achievement scores of SSS male and female students (t = 2.018, df = 122, P<.05). This means that gender has effect on the achievement of students in SSS school. From the outcome of the (TACTS) scores and (CAT) scores, it is

5.3 Recommendation

Based on the findings from the study, the following recommendations are made:

  1. Trainings and retraining of teachers should be a priority as the attitude of teachers directly influences the attitude of students in schools.
  2. Teachers should be constantly tested to determine their level of qualification; this would help to improve the academic performance of student.
  3. For teachers to give their best, they have to be provided with better working conditions help bring out the best in them, therefore noted that, the achievement of students in school depends on the attitude of teaching display by the teachers: finally in the same vein, Onocha (1985) reported in one of his findings that teachers’ attitude towards science is a significant predictor of learner’s achievement as well as their attitude.

5.4 Conclusion

Arising from the findings of this study, it is implied that attitude of teachers teaching school in our senior secondary schools have significant effect on the achievement of students in school as one of the science subjects. Students should be encouraged that school as a subject is very promising, simple and easy to understand. It must be realized that, if teachers show positive attitude towards the teaching of school, the achievement of students will be better than what we have now in our secondary schools.

If Government and other stakeholders in education sector could improve on the learning environment of students and working conditions of the teachers and other incentives for science teachers which will boost the morale of the teachers towards teaching, is most likely that the students’ achievement in school will be highly enhanced.

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