THE EFFECTS OF QUALIFICATION OF CHEMISTRY TEACHERS ON THE PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN EXTERNAL EXAMINATIONS (A CASE STUDY OF SELECTED SCHOOLS IN NSUKKA LOCAL GOVERNMENT AREA)
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THE EFFECTS
OF QUALIFICATION OF CHEMISTRY TEACHERS ON THE PERFORMANCE OF SECONDARY SCHOOL
STUDENTS IN EXTERNAL EXAMINATIONS (A CASE STUDY OF SELECTED SCHOOLS IN NSUKKA
LOCAL GOVERNMENT AREA)
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
The quality
of education is directly related to the quality of instruction in the
classrooms. It is a fact that the academic qualifications, knowledge of the
subject matter, competence, and skills of teaching and the commitment of the
teacher have effective impact on the teaching learning process (National
Education Policy 1998-2010). Quality improvement in education depends upon
proper training of teachers. The teachers cannot play any of the roles unless
properly trained (Yadved and Singh, 1988). The performance of students
especially in external examinations goes
a long way to show the level of preparedness of the student definitely by
qualified teachers.
Teaching is
an art. It can be refined by training and practice. The availability of
competent teachers is central in the reconstruction of the educational system.
English has acquired the status of a global language (Crystal, 1997). Keeping
in view the growing need and importance of chemistry in every walk of life,
English is made a compulsory subject in Nigeria from the very beginning of the
academic career. This increasingly necessitates good quality initial
preparation for non-native speaker teachers in the school system (Cullen,
1994).
chemistry is
taught as a compulsory subject and also the whole teaching learning process is
carried out in chemistry. In other words, chemistry is also the medium of
instruction in Nigerian schools. This enables the students of these schools to
learn chemistry in an environment where most of the interaction between the
teacher and the students is in chemistry (Fuller & Clark, 1994). As a
result, the students of these schools are more proficient in chemistry and
perform well in the external examinations.
In some
schools, however, the teaching of chemistry is done somewhat differently and
the proficiency in the language is somewhat inadequate. The traditional grammar
translation method is favorite with the teachers and there is hardly any
exposure to chemistry inside or outside the class. Most of the activities in
the class are done in the vernacular or the mother tongue. Even chemistry is
explained through Urdu or the vernaculars (Al-mutawa & Kailani, 1989). The
students resort to memorization and cramming.
The teacher
is the facilitator of examinations rather than of learning. The students memorize,
translate and retranslate and, finally reproduce the crammed information or
knowledge in the external examinations. No creativity is witnessed on the part
of the students from this kind of teaching experience (Baumgardner, 1993). The
reason is that the teachers themselves are not qualified or competent enough to
teach chemistry efficiently. This causes poor results in chemistry eventually
leading to highest failure percentage in English at external examinations. Thus
chemistry becomes the biggest hurdle (particularly for the students from rural
areas) in the way to getting higher education and the key administrative posts.
In its annual report, Federal Public Service Commission (1998) reported that chemistry
as the medium of expression in the external examination is depriving the
students of some poor institutions to compete with their counterparts from
highly placed institutions.
chemistry as
a language plays a number of roles in the socio-economic, political and
cultural development of Nigeria society. The continued slide in the performance
of students in the chemistry in external examinations is a course for great
concern not only for the teachers but also for all stake holders in the
business of education.
This is more
worrisome when one considers the fact that English doubles as a medium of
instruction in Nigerian schools as well as our linquafranca. The central role
of English cannot, therefore, be wished away. The pattern of failure has,
however, shown that the incidence appears to be higher in some schools than it
is with other schools. A number of factors have been linked to the courses but
more relevant is the issue of qualification of the teachers. This is more
important because in the business of teaching and learning, teachers offer only
what they have; you cannot offer what you don’t have. The qualification of
teachers involved in teaching and learning has great roles in the performance
of students and it is to find out these effects that this study is set out to
accomplish. Chomsky (1972) “states that one can not really teach a language but
can only present the conditions in which it will develop spontaneously in the
mind in its own ways”
1.2 STATEMENT OF THE PROBLEM
Language
teaching has been the primary focus of applied chemistry. Formal instruction
does not work in vacuum. School environment, teacher qualifications, curriculum
and instructional approaches, and many other factors interact to produce growth
in student academic skills and knowledge. There is sufficient empirical
evidence that suggests that the academic performance of students relies
substantially on the teachers they are assigned. Classroom based research is
valid enough to determine whether the learners are receiving appropriate
content instruction or not. Pennington (1989) says that the quality of teaching
must be considered in determining what results can be expected. He further
states that teachers make decisions about classroom management based upon the
achievement gains.
Thus we can
say that findings about the relationship between teacher characteristics and
student academic performance scores are important in determining the policy
about the teachers. It is assumed that only those who have professional
training in chemistry teaching should teach chemistry. The chemistry teacher
should be the one whose competence and proficiency in all the language skills
are in a good measure. But especially in written and conversational English, is
not deficient. The chemistry teacher should have a good knowledge of current
usage and the theoretical aspects of chemistry. In Nigeria today, most students
in secondary schools and in fact even in universities lack the ability to
communicate efficiently in chemistry, both oral and written. This is still the
major problem faced by chemistry students today. It is therefore important to
find out if the qualification of the chemistry teachers has any effect on the
performance of the students in written and spoken chemistry in external
examinations.
1.3 OBJECTIVES OF THE STUDY
The
following are the objectives of this study:
1. To examine the effects of qualification of chemistry
teachers on the performance of secondary school students in external
examination.
2. To examine the criteria for producing a
qualified chemistry teacher.
3. To determine the factors that can improve the
academic performance of secondary school students in external examinations.
1.4 RESEARCH QUESTIONS
1. What are the effects of qualification of chemistry
teachers on the performance of secondary school students in external
examination?
2. What are the criteria for producing a
qualified chemistry teacher?
3. What are the factors that can improve the
academic performance of secondary school students in external examinations?
1.5 HYPOTHESIS
HO: There is
no significant relationship between the qualification of chemistry teacher and
secondary school student performance in external examination.
HA: There is
significant relationship between the qualification of chemistry teacher and
secondary school student performance in external examination.
1.6 SIGNIFICANCE OF THE STUDY
The
following are the significance of this study:
1. This study will serve as a painter to the
ministry of education to verify whether the qualification of teachers has any
effect on the student performance in senior secondary school certificate
examination (SSCE). The finding will also help people who want to conduct such
research to serve as reference.
2. 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
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