THE IMPACT OF PROFESSIONALISM OF TEACHERS ON SCIENCE STUDENTS PERFORMANCE USING SOME SECONDARY SCHOOLS
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THE IMPACT
OF PROFESSIONALISM OF TEACHERS ON SCIENCE STUDENTS PERFORMANCE USING SOME
SECONDARY SCHOOLS
ABSTRACT
This study
investigates the effects of qualification of social studies teachers on the
performance of Secondary School Students in External Examinations Abeokuta
North Local Government Area of Ogun State. In order to achieve maximum level of
accuracy and give a fair treatment to the problem understudy. The researcher adopted
one method of data collection, which is the use of questionnaire. The
population from which the sample was drawn for the study of students from the
selected schools in Abeokuta North Local Government, the total population used
for the research was One Hundred (100) students; the research findings
investigated the effects of qualification of Social Studies Teachers on the
performance of Secondary School Students in external examinations. It
discovered the obvious contributions of qualification and training of Social
Studies Teachers to the growth and development of Education process, such that
Teacher have exhibited good behaviour and attitude to work. It also discovered
the qualification and training of teachers obviously contribute to the growth
and development of Education process. Teachers have to show good behaviour and
attitude to work. Meaningful and interesting in the lesson.
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Teacher competence and qualities
are concepts that are often referred to as frequently applied to different
educational context. Whitty (2006) identifies professional competence, which
includes knowledge and understanding of children and their learning subject
knowledge, curriculum, the education system and the teachers role. Professional
competence also necessitates skills such as subject application, classroom
methodology, classroom management, assessment and recording and undertaking a
wider role.
In America, the teaching
competencies of under-rectified school teachers were compared to the teaching
competencies of regularly certified school teachers. Results indicates that the
student’s academic performance of under certified teachers did not perform
significantly well when compared with the students academic performance of the
certified teachers.
According to the professional
standards of teaching profession in Quazon city, the teacher competence was set
for the professional guideline, consist of nine areas of competence; language
and technology for teachers, curriculum development, and psychology for
teachers, educational measurements and evaluation, classroom management,
educational research innovation and information technology and leadership. The
researchers believe that the nine competencies could generate the competent
teachers individually and student having and the achievement of the school
goals and objectives. This needs to be done in southern Philippines Agri-business
and Marine and Aquatic school of technology (SPAMAST). Teacher with high
competence is one of the most significant factors that manipulate the student
learning as well as serving the schools to meet its objectives and missions.
The importance of teachers cannot be over stressed. This is because teachers
play a number of role specifically, teachers has been referred to be Oyedeji
(1998) as an agent of innovation. For meaningful innovations, teachers’
academic qualification is very important.
This is because teacher education is a
very complex enterprise. The complicity arises as a result f several factors
which include determination of what effective teachers are, teachers are
expected to fulfill a verity of roles, some common to all teachers, others
uniquely related to certain kinds of environments of students or subject
matter. Added to this is the fact that teacher education involves the raining
of professionals who will educate students in future. Despite the complexity in
the field of teacher education, one cannot over emphasize the importance of
academic training of teachers of all categories. This is because the efficiency
of any institution depends on the academic competence of the teaching staff
since no educational system can rise above the quality f its teachers (FGN
1981, P. 38).
A number of studies carried out had
indicated the need for teacher’s academic qualification in their various
teaching subject. Such studies include those of swan and Jones (1971), Rubba (1981),
Ivowi (1983, 1984) Skintola (1985). Soyibo (1985), Abimbola (1986) and Otuka
(1987), Swan and Jones (1971) finding was that teachers should receive
appropriate training in the subject matter area so that their classroom
instruction could be above board. Rubba’s (1981) study indicated that teachers
have needs according to the science discipline taught Ivowi, Akintola, Soyinbo,
Abimbola and Otuka found out misconception is in students which they traced to
misconceptions held by their teachers. All the above studies prove that
training of prospective teachers in the subject matter areas should not be
taken lightly by science educators.
Furthermore, Fajemidagba (1986)
identified four important variables in teacher education. The variables are teaching
behaviour, subject matters learning behaviour and the setting. According to
him, the subject matter constitutes pedagogical concepts, generalizations,
prescription, theories from relevant field of psychology, philosophy and so on.
This prompted Fajemidagba to study the need for the inclusion of geometry in
the education of Mathematics teacher in Nigeria universities in 1987. His
results revealed that the majority of secondary schools level. Nearly all the
study sample agreed that geomentry should be included in the programme for the
pre-service mathematics teachers.
Kinyomi (1982) from his study found
out that study sample indicated that they needed improvement in the areas they
need improvement in the areas of English composition, African literature,
literary Research methods and creative writing to enable them function better
in their teaching. Etim1985, carried a similar study on students from the B.A
education (English) programme of the secondary schools of Jos. When the
teachers asked to indicate the most important skill they gained from their
preparatory programme, responses of seventy-five percent of them showed that
they gained enough information to be able to teach English at any level of
secondary school. Participation in in-service training programme can also
improve teacher’s classroom integration pattern. This revelation was made by
Igwebul 1985 when we determined the effectiveness of the Associate
Certification in Education (ACE Sandwich) training programmes of the Institute of
Education, secondary schools of Benin. Too little knowledge about subject
matter can be a danger since the teacher may be propagating error. In addition,
too much specialized theoretical knowledge could lead teacher to make course
content unnecessarily theoretical and impractical. A major concern in teacher
knowledge should therefore be directed to practical, everyday examples of
phenomena being taught as this is the objective of the 6-3-3-4 system of
education in Nigeria. These were the implication from Butzow and Qureshi’s
(1978) study “Science Teacher’ competences.
1.2 \ STATEMENT OF PROBLEM
Too little knowledge about subject
matter can be a danger since the teacher may be propagating error. In addition,
too much specialized theoretical knowledge could lead teacher to make course
content unnecessarily theoretical and impractical. A major concern in teacher’s
knowledge should therefore be directed to daily practicalsand examples of
phenomena being taught in line with the objectives of the 6-3-3-4 system of
education in Nigeria. These were the implication from Butzow and Qureshi’s
(1978) study “Science Teacher” competences. Efforts to revitalize classrooms,
the learning process and the instructional practices of educators are critical
factors impacting the educational experiences of secondary science students
(Amatea& Clark 2005); initiators &Kunzman 2006, Neel 2007, Sparks
(2002).
1.3 PURPOSE OF THE STUDY
1. To explore the impacts of Highly
Qualified Teacher (HQT), as measured by the changes in percentage of teacher
with advanced degrees beyond the bachelor degree level over a three years
period on academic achievement among secondary school social studies student,
as measured by student passing rates on state standardized tests, which include
the GHSGT in Mathematics, English, science, and social studies.
2. To evaluate the level of competence and
professionalism among teacher at all levels.
3. To compare the impact of teachers
professionalism in social studies with students academic performance.
4. To measure the degree of students
knowledge and understanding of social studies as a result of teachers
professional competence.
5. To determine the significant level of
impact made by teacher advanced degrees on student academic achievement among
secondary social studies students in Ogun State.
1.4 RESEARCH QUESTIONS
1. Can the level of competency and professionalism
among teacher improve student academic performance in social studies?
2. What are the impacts of teacher’s
professionalism on social studies?
3. Are there significant levels of impact
made by teacher advanced degrees on student academic achievement in social
studies?
1.5 SIGNIFICANCE OF THE STUDY
This research work which is on the
impact of professionalism of teachers on science students performance using
some secondary schools in Abeokuta North Local Government Area of Ogun State as
a case study. This is an important and interesting topic which will contribute
immensely to the body of knowledge to education students, secondary schools
students, management students, teachers, lecturers, and as well as the entire
public
1.6 SCOPE OF THE STUDY
This research work is on the impact
of professionalism of teachers on social studies students performance using
secondary schools in Abeokuta North Local Government Area of Ogun State as a
case study.
1.7 DEFINITION OF TERMS
This definition of term may be
useful for this study
Qualification:
A pass of an examination or an official completion of a course especially one
conferring status as a recognized practitioner or a profession o activity.
A condition that must be fulfilled
before a right can be acquired official requirement. It is also capacity,
knowledge or skill that matches or suits an occasion or makes someone eligible
for a duty, office, position, privileged or status.
Qualification denotes fitness or
purpose through fulfillment of necessary conditions such as attainment of
certain in age, taking an oath, completion of required schooling or training or
acquisition of a degree or diploma. Qualification does not necessarily imply
competence.
Teachers:
These are persons who impact knowledge skills, moral values into an
individual(s) for a positive change in behaviour
Rosemary Redferm (2008) says
teacher is a person who can inspire someone else to be interested in a subject.
Teacher is someone who is enthusiastic about something themselves teaches the
pleasure one can get from learning and achieving.
Performance:
The accomplishment of a given task measured against preset known standards of
accuracy, competes, cost, and speed. In a contract, performance is deemed to be
the fulfillment of an obligation, in a manner that releases the performer from
all liabilities under the contract
Examinations:
A detailed inspection or study. A formal test of a person’s knowledge or
proficiency in a subject or skill. The formal questioning of a defendant or
witness in court.
Social
Studies:Ogunyemi (2006) defines social studies as the study of dynamic
interactions people have with themselves and other elements of their
environment. Adetoro (2009) posits that social studies entail the acquisition
of skills and attitudes required for competent and participatory citizenship in
a democratic society and in the global community.
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