EFFECT OF TEACHERS ATTITUDE AND SCHOOL ENVIRONMENTAL FACTORS ON THE ACADEMIC PERFORMANCE OF STUDENT IN BIOLOGY
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EFFECT OF
TEACHERS ATTITUDE AND SCHOOL ENVIRONMENTAL FACTORS ON THE ACADEMIC PERFORMANCE
OF STUDENT IN BIOLOGY
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Attitude as
a concept is concerned with an individual way of thinking, acting and behaving.
It has very serious implications for the learner, the teacher, and the
immediate social group with which the individual learner relates and the entire
school system. It is also the concept which arises from the attempt to account
for the observer regularities in the behavior of individual person.
Attitudes
are formed as a result of some kind of experiences. This is mimicry or imitation
which also has a part to play in the teaching and learning situation. in this
respect, the learner draws from his teachers disposition to form his own
attitude which may likely affect his learning outcomes.
Bandura
(1971) demonstrated that behaviours are acquired by watching another person (
the model, the teacher, parent, mentor, friend) that pattern the behaviour. The
model displays it and the learner observes and tries to imitate it. Teachers
are invariably role models whose behaviours are easily copied by students. What
teachers like or dislike, appreciate and how they feel about their learning or
studies could have a significant effect on their students. Unfortunately, many
teachers seldom realize that how they teach, how they behave and how they interact
with students can be more paramount than what they teach.
Chidolue
(1986) found that teachers’ attitude towards Biology teaching is one of the
major contributors towards explaining the variance in the students’ cognitive
achievement. Teachers’ attitude towards the teaching of Biology plays a
significant role in shaping the student attitude towards the learning of
Biology. Ogunniyi(1972) found that
students’ positive attitude towards science could be enhanced by the following
teachers- related factor.
Ø Teachers’ enthusiasm
Ø Teachers’ resourcefulness and helpful
behaviour
Ø Teachers’ thorough knowledge of the subject
matter and their making science quite interesting.
From the
above, we can say that the role of a teacher as facilitator of learning and
their contribution o students’ achievement is enormous.
Bajah (1991)
was of the opinion that the success of our science programme depends on the
classroom teacher as he is the one that translates all our thoughts into
action. It can be argued to some extent that the teachers’ characteristics,
their experience and behaviour in the classroom contribute to the learning
environment of their students which in turn will have an effect on the
student’s outcome. Furthermore, more experienced teachers are considered to be more able to concentrate on
the most appropriate way to teach particular topic to students who defer in
their ability, prior knowledge and backgrounds (Raudenbush and Bryk
1991;Stringfield and Jeddlie, 1991).
Ejiogu
(1999) wasof the view that in order to improve on any aspect of education it is
therefore imperative to involve a well articulated teacher education programme
that will prepare the teacher for the leadership role they are expected to
play. The importance of teacher in the meaningful education at all levels is
reflected in the national policy on education (2004). As it declares that no
education system rises above the quality of its teachers. This declaration in
the policy document underscores the need for teacher effectiveness in our
school.
Eso (1998)
conceptualizes teachers’ effectiveness as the managerial skills essential for
enhanced classroom control and discipline. It is the teacher’s competence,
ability, resourcefulness, and ingenuity to efficiently utilize the appropriate
language, methodology and available instructional materials to bring out the
best from learners in times of academic achievement. It is important to note
that the various dispositions that our teachers display at work betray their
devotion. This has greatly affected the attitude of students towards learning
generally and in particular, the learning of Biology and hence their poor
performance in the subject. Many have no mastery of the curriculum content and
the organization is highly detestable. Teachers are affective reaction to work
and not as good as they should be in many of our schools. Yet, teachers are
looked upon as instrument of social progress and change. It is also important
to note that teacher’s gender also affect students achievement. Okoruwa (1999)
found that teacher’s gender had by significant effect in achievement meanscores
of pupils in science; male teachers were more effective than their female
counterparts. Bilesanmi (1999) reported that the finding on the effect of
gender of science teachers on performance of student outside Nigeria was
ambivalent.
On teacher’s
qualification, Darling-Hammond(2000) found that teacher quality characteristics
such as , certification status and degree in subject to be taught are very
significant and positively correlated
subject outcomes in science. However, Oskoya (1999), Obadele (1991) and
Igwe (1990) found little or no significant relationship between teacher
qualification and achievement. Hansen (1998) posted that teachers who have
spent more time studying and teaching are more effective overall and they
develop higher order thinking skills for meeting the needs of diverse students
and hence increasing their performance. Bilesanmi (1999) in her study found
that teacher experience has the second most effective casual effect on
students’ achievement in science. Okoruwa (1999) found that teachers’ teaching
experience had significant effect on students’ achievement in science. Also,
Felter (1999) investigated the relationship between measures of teachers’
experience and student achievement in science.
In light of
this it is important to know that whether educational standard has fallen or
out. It is imperative that teachers at various level of education are committed
to their jobs so as to put theirs into attainment of school goals. The quality
output depends on the quality input so the success and quality of any
educational system depend on quality as well as the level of commitment of its
teachers. Although teachers-related variables would significantly influence
students academic achievement, other features such as social -economic
background family support, intellectual aptitude of students personally and
self confidence and previous instructional quality as being formed to also
influence student performance.
Papastasious
(2001) recorded that those who have positive attitude towards science tend to
perform better in the subject. The affective behaviours on the classroom is
strongly related to achievement, and science attitudes are learned (George and
Kaplan, 1998) the teachers play a significant role during the learning process
and they can directly or indirectly influence the student’s attitudes toward
science which in consequence can influence students’ achievement.
Other
factors that may have causal effect on students’ academic performance in science,
particularly, Biology include teacher attendance at Biology worship,
laboratory, use of library, class size and school location.
One of the
fundamental problem facing science teaching today is the question of how
current are the professional teachers.
Laboratory
adequacy which is a school environmental factor has been reported ton affect
the performance of students in Biology. Farounti (1998) argued that students
tend to understand and recall what they see more than what they hear as a
result of using laboratories in teaching and learning of science.
Are smaller
classes better than larger classes? Robinson (1990) concluded that research
does not support the expectation that classes will of themselves result in
greater academic gain for students. He observed that the effect of class size
on student learning vary by grade level, pupils characteristics, subject areas,
teaching methods and other learning interventions. Adeyela (2000) found that
large class size is un-conducive for serious academic work. Also Afolabi (2002)
found no significant relationship among the class size and student’s learning
outcomes.
In view of
these conflicting reports, there is need to carry out a study with a view to
determining which of the selected variables will have casual effect in the
academic performance of student in Biology.
1.2 STATEMENT OF THE PROBLEM
The
importance of science, particularly Biology in the development of a nation
cannot be over-emphasized. However, we cannot lose sight of the fact that in any
teaching learning situation the students the teachers, the curriculum and
learning environment are the four pivots. It was on this basis that this study
is constructed and tested seven variables model for providing a casual
explanation of secondary school students performance in Biology; in terms of
teachers variables(Attitude, attendance in classroom and professional/ skills)
and school environment related variables(class size, school location,
laboratory and library adequacy/facilities).
1.3 PURPOSE OF THE STUDY
The main
purpose of this study is to know the effect of teacher’s attitude and school
environmental factors on the academic performance of student in Biology in
five(5) selected Secondary Schools in Sagamu Local Government Area Ogun State.
1.4 RESEARCH QUESTIONS
The present
study were geared towards answering the following research questions
1 What is the most meaningful casual
model for students’ academic performance in Biology?
2 To what extent were the seven
independent variables when taken together has effect on the academic
performance of students in Biology. The seven variables are teacher variables
(attitude, attendance in classroom and professional skills) and school
environment related variables (class size, school location, laboratory and
library adequacy).
3 What is the relative contribution of
each of the seven independents variables to the prediction of students’
academic performance in Biology?
4 What is the most significant direction
as well as estimates of the strength of causation of the variable in the model?
1.5 RESEARCH HYPOTHESIS
1 There is no significant different
between school location and academic performance of student in Biology
2 There is no significant different
between class size and student academic performance in Biology
3 There is no significant different
between the teachers’ attitude to job(teaching) and student academic performance
in Biology
4 Adequacy has no significant effect on
the academic performance of student in senior secondary Biology.
5 Laboratory adequacy has no
significant impact on the academic performance of student in Biology.
1.6 SIGNIFICANCE OF THE STUDY
This study
will contribute to knowledge in exposing the importance of teachers’ attitude
and school environmental factors to the academic performance of students in
Biology.
1.7 SCOPE OF THE STUDY
The study is
limited to Sagamu Local Government Area of Ogun State. Five Senior Secondary
Schools were randomly selected and three teachers from each school.
1.8 LIMITATION OF THE STUDY
All schools
in Sagamu Local Government area could have been in this study in oreder to be
able to generalize the result, but it would have been too expensive to carry
out.
Another
limitation of this study is also time, there is no enough time for the
researcher to cover all the schools in Sagamu Local Government
1.9 DEFINITION OF TERMS
The
definition can serve anyone of the following purpose:
v To increase vocabulary
v To eliminate ambiguity
v To reduce vagueness
v To explain theoretical and
v To influence attitude
Therefore,
it is appropriate to define some terms in order to help our prospective readers
to be free from misconception and ambiguity. The following terms are defined to
show how they were employed in the process of this study.
Academic
Performance
This is the
responsiveness of students according to the set standard.
Teachers’
Quality
This is
refers to the academic qualification of teachers and also their years of
experience. The appropriate qualification for Secondary School Teachers are
graduate with teaching qualification (B.ED) and Nigeria Certificate in
Education(N.C.E)
Instructional
Equipment and Facilities
They are
equipments that facilitate effective teaching and learning process in order to
produce quality output e.g Library, Laboratory Facilities
School Location
This refers
to where the school is positioned and how challenging, stimulating the environment
and how it affects teaching learning process.
Class Size
This is the
members of students that are grouped in a place (class). The National Policy on
Education (N.P.E) recommends 40 students per class.
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