ATTENTION:
BEFORE
YOU READ THE CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE
INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN
GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000
ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE
BOTTOM OF THIS PAGE. OR YOU CAN CALL: 08068231953, 08168759420
EFFECTS OF
TEACHERS’ QUALIFICATION ON STUDENTS’ ACADEMIC PERFORMANCE IN SENIOR SECONDARY
SCHOOLS
CHAPTER ONE
INTRODUCTION
Background to the Study
The purpose
of education is to equip the individuals to reshape their society and eliminate
inequality. In particular, secondary school education is an important sector in
national and individual development. It plays a vital role in creating a
country’s human resource base at a level higher than primary education (Boit,
Njoki and Chang’ach, 2012).
Provision of
quality secondary education is therefore important in generating the
opportunities and benefits of social and economic development (Onsumu, Muthaka,
Ngware and Kosembei, 2006). One of the indicators of quality of education being
provided is cognitive performance of learners (UNESCO, 2005). Levin, Wasanga
and Somerset (2011) reported that the academic performance of students at
secondary school level is not only a pointer of the effectiveness of students
but also a major issue that depends on teachers’ qualification.
The quality
of education of a nation could be determined by the quality of her
teachers. The most important factor in
improving students’ achievement in is by employing seasoned qualified teachers
in all schools. Policy investment on
quality of teachers is
related to improvement in
students’ performance (Abe and
Adu, 2013). It
is further reported
that, teacher’s characteristics
such as certification status and degree in area
of specialization are
very significant and positively correlated with
students learning outcomes
(Salman, 2009).
Wiki (2013)
opined that a teacher qualification is one of a
number of academic and
professional degree that enables
a person to
become a registered teacher
in primary or secondary school. Such qualifications include, but are not
limited to, the Postgraduate Certificate in Education (PGDE). The Professional Diploma
in Education (PDE), Bachelor
of Education (B. Ed) and Nigeria Certificate
in Education (NCE).
In Lagos State, teachers who are
academically qualified and
those that are professionally qualified are
engaged to carry
out instructional process (Ahiazu and Princewell, 2011).
There is
growing interest in the professional development of teachers as the demands,
expectations, and requirements of teacher education increasingly come under
scrutiny (Louhran, 2014). What the teacher does, influences, the whole process
of learning. Effective teacher produces better performing students (Akiri
2013). Van den Bergh and Roos (2014) maintained that professional development
of teachers can be effective and sustainable, if certain conditions are met
(Curwood 2014).
A teacher is
the bridge that makes teaching and learning effective. The teacher is thus the
builder whose performance depends on adequate qualification, gender, experience
and preparation. This adequate knowledge and experience could be attained or
achieved by acquiring additional knowledge that will stimulate his/her
communication in teaching for efficiency (Oyedeji, 2000). That is, teachers’
attitude, personality, quality, effectiveness, academic qualification,
experience and gender of a teacher enhance or determine his/her performance. It
could also be noted that the level and quality of education attained by the
teacher determines the characteristics exhibited vis-à-vis the performance of
the students.
The
differential scholastic achievement of students in Nigeria has been and is
still a source of concern and research interest to educators, government and
parents. This is so because of the great
importance that education has on the national development of the country. All
over the country, there is a consensus of opinion about the
fallen standard of education
in Nigeria (Adebule,
2004). Parents and government are
in total agreement that their huge investment on education is not yielding the
desired dividend. Teachers also complain of students’ low performance at both
internal and external examinations.
Hence, this study investigates the effects of teachers’ qualification on
students’ academic performance in senior secondary schools in Lagos State.
1.2 Statement of the Problem
Several
researchers have attempted to investigate the link between teacher’s
characteristics and students’ academic performance, leaving behind gaps that
needed to be filled. Prior studies had different independent variables and were
conducted in different contexts which justify the need for the proposed study.
Many
secondary schools whether public or private in Lagos State engage unqualified
teachers and tutors who lack the requisite qualification in terms of academic competence
and training needed to transfer knowledge to their students. These teachers who
ought to be the catalyst for learning and aiding academic performance in
students have become a cog in the wheel of academic progress in the Nigerian
educational system. It is against this backdrop that this research seeks to
examine the effects of teachers’ qualification on students’ academic
performance in senior secondary schools in Lagos State with special reference
to Agege Local Government Area.
1.3 Purpose of the Study
The study
was conducted with the following objectives:
· To explore the relationship between
teachers qualifications and students academic performance in senior secondary
schools in Lagos State.
· To examine the effects of teachers’
experience on students’ academic performance in senior secondary.
1.4 Research Questions
The
following questions were asked in the process of the study:
1. Do teachers’ qualifications have any effect
on students’ academic performance in senior secondary schools in Lagos State?
2. Is teacher’s experience a significant
predictor of students academic performance in senior secondary?
1.5 Research Hypotheses
The
following null hypotheses were tested in the study:
HO1 There is no significant relationship between
teachers qualifications and students academic performance in senior secondary
schools in Lagos State.
HO2 Teacher’s experience is not a significant
predictor of students’ academic
performance in senior secondary school.
HOW TO GET THE FULL PROJECT WORK
PLEASE, print the following
instructions and information if you will like to order/buy our complete written
material(s).
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount
(#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project
topics
(2) Email
Address
(3) Payment
Name
(4) Teller Number
We will send your material(s) after
we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
AFFILIATE
ATTENTION:
BEFORE
YOU READ THE CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE
INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN
GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000
ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE
BOTTOM OF THIS PAGE. OR YOU CAN CALL: 08068231953, 08168759420
EFFECTS OF
TEACHERS’ QUALIFICATION ON STUDENTS’ ACADEMIC PERFORMANCE IN SENIOR SECONDARY
SCHOOLS
CHAPTER ONE
INTRODUCTION
Background to the Study
The purpose
of education is to equip the individuals to reshape their society and eliminate
inequality. In particular, secondary school education is an important sector in
national and individual development. It plays a vital role in creating a
country’s human resource base at a level higher than primary education (Boit,
Njoki and Chang’ach, 2012).
Provision of
quality secondary education is therefore important in generating the
opportunities and benefits of social and economic development (Onsumu, Muthaka,
Ngware and Kosembei, 2006). One of the indicators of quality of education being
provided is cognitive performance of learners (UNESCO, 2005). Levin, Wasanga
and Somerset (2011) reported that the academic performance of students at
secondary school level is not only a pointer of the effectiveness of students
but also a major issue that depends on teachers’ qualification.
The quality
of education of a nation could be determined by the quality of her
teachers. The most important factor in
improving students’ achievement in is by employing seasoned qualified teachers
in all schools. Policy investment on
quality of teachers is
related to improvement in
students’ performance (Abe and
Adu, 2013). It
is further reported
that, teacher’s characteristics
such as certification status and degree in area
of specialization are
very significant and positively correlated with
students learning outcomes
(Salman, 2009).
Wiki (2013)
opined that a teacher qualification is one of a
number of academic and
professional degree that enables
a person to
become a registered teacher
in primary or secondary school. Such qualifications include, but are not
limited to, the Postgraduate Certificate in Education (PGDE). The Professional Diploma
in Education (PDE), Bachelor
of Education (B. Ed) and Nigeria Certificate
in Education (NCE).
In Lagos State, teachers who are
academically qualified and
those that are professionally qualified are
engaged to carry
out instructional process (Ahiazu and Princewell, 2011).
There is
growing interest in the professional development of teachers as the demands,
expectations, and requirements of teacher education increasingly come under
scrutiny (Louhran, 2014). What the teacher does, influences, the whole process
of learning. Effective teacher produces better performing students (Akiri
2013). Van den Bergh and Roos (2014) maintained that professional development
of teachers can be effective and sustainable, if certain conditions are met
(Curwood 2014).
A teacher is
the bridge that makes teaching and learning effective. The teacher is thus the
builder whose performance depends on adequate qualification, gender, experience
and preparation. This adequate knowledge and experience could be attained or
achieved by acquiring additional knowledge that will stimulate his/her
communication in teaching for efficiency (Oyedeji, 2000). That is, teachers’
attitude, personality, quality, effectiveness, academic qualification,
experience and gender of a teacher enhance or determine his/her performance. It
could also be noted that the level and quality of education attained by the
teacher determines the characteristics exhibited vis-à-vis the performance of
the students.
The
differential scholastic achievement of students in Nigeria has been and is
still a source of concern and research interest to educators, government and
parents. This is so because of the great
importance that education has on the national development of the country. All
over the country, there is a consensus of opinion about the
fallen standard of education
in Nigeria (Adebule,
2004). Parents and government are
in total agreement that their huge investment on education is not yielding the
desired dividend. Teachers also complain of students’ low performance at both
internal and external examinations.
Hence, this study investigates the effects of teachers’ qualification on
students’ academic performance in senior secondary schools in Lagos State.
1.2 Statement of the Problem
Several
researchers have attempted to investigate the link between teacher’s
characteristics and students’ academic performance, leaving behind gaps that
needed to be filled. Prior studies had different independent variables and were
conducted in different contexts which justify the need for the proposed study.
Many
secondary schools whether public or private in Lagos State engage unqualified
teachers and tutors who lack the requisite qualification in terms of academic competence
and training needed to transfer knowledge to their students. These teachers who
ought to be the catalyst for learning and aiding academic performance in
students have become a cog in the wheel of academic progress in the Nigerian
educational system. It is against this backdrop that this research seeks to
examine the effects of teachers’ qualification on students’ academic
performance in senior secondary schools in Lagos State with special reference
to Agege Local Government Area.
1.3 Purpose of the Study
The study
was conducted with the following objectives:
· To explore the relationship between
teachers qualifications and students academic performance in senior secondary
schools in Lagos State.
· To examine the effects of teachers’
experience on students’ academic performance in senior secondary.
1.4 Research Questions
The
following questions were asked in the process of the study:
1. Do teachers’ qualifications have any effect
on students’ academic performance in senior secondary schools in Lagos State?
2. Is teacher’s experience a significant
predictor of students academic performance in senior secondary?
1.5 Research Hypotheses
The
following null hypotheses were tested in the study:
HO1 There is no significant relationship between
teachers qualifications and students academic performance in senior secondary
schools in Lagos State.
HO2 Teacher’s experience is not a significant
predictor of students’ academic
performance in senior secondary school.
HOW TO GET THE FULL PROJECT WORK
PLEASE, print the following
instructions and information if you will like to order/buy our complete written
material(s).
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount
(#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project
topics
(2) Email
Address
(3) Payment
Name
(4) Teller Number
We will send your material(s) after
we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
AFFILIATE
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