CHAPTER ONE
INTRODUCTION
Background
to the Study
In
most countries, it is compulsory for children to receive primary education
although it is permissible for parents to provide it. The major goals of
primary education are achieving basic literacy and numeracy among all pupils, as well as establishing
foundations in science, mathematics, geography, history and other social
sciences. Basic sexual
education is also received by pupils attending primary school. The relative
priority of various areas, and the methods used to teach them, are an area of
considerable political debate.
Typically,
primary education is provided in schools, where the child will stay in steadily
advancing classes until they complete it and move on to high school/secondary
school. Children are usually placed in classes with one teacher who will be
primarily responsible for their education and welfare for that year. This
teacher may be assisted to varying degrees by specialist teachers in certain
subject areas, often music
or physical education. The continuity with a single teacher and
the opportunity to build up a close relationship with the class is a notable
feature of the primary education system.
Traditionally,
various forms of corporal punishment have been an integral part of early
education. This practice has recently come under scrutiny and in many cases has
been outlawed, especially in Western
countries.
The teacher is the pivot
on which the educational process rests. In fact, the importance and place of
teacher in the education process is highly priced by all nations of the world.
Little wanders why the Federal Government of Nigeria clearly stated that no
education system can rise above the quality of its teachers. Thus, teachers
should be provided with the intellectual and professional background adequate
for their assignment and make them adequate to changing situations (FRN, 2009).
It is important that teachers’ voices are widely accepted as the driving force
for educational improvement and development, particularly at this time when the
education system faces so many challenges and conflicting pressures.
However, whatever the
influences of the teacher would be on the system of education, it can only be
determined by the teacher’s quality, teacher’s quantity and teacher’s value
(Abodunrin and Ogundore, 2006). This scenario calls for teacher professionalism
in order to enhance the role of teachers in the formulation and implementation
of educational policies in Nigeria.
Nigeria
needs teachers who will meet the expectations of the nation; teachers who will
help the nation raise a generation of citizens whose performance will meet the
international standards; a generation that will be prosperous, vibrant and
peaceful. This notion cannot achieve the expected quality education without
competent teachers and school administrators who are well equipped with the
desirable knowledge, skills and effective operations of the education system
(Wokoha, 2014). The Teachers Registration Council of Nigeria (TRCN, 2010),
advocates that teaching just like other professions now requires that only
those who are adequately prepared and regulated should be entrusted with the
teaching- learning process.
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 Government is by
employing seasoned qualified teachers in all schools (Abe and Adu, 2013).
Okuruwa (1999) found that, policy investment on quality of teachers is related
to improvement in students’ performance. Specifically, the measurement of
teacher’s preparation and certification are correlated with students’
achievement in government and others social science subject. 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 in government . This report was in line with
the findings of Salman (2009).
Abe and Adu (2013) and
Wiki (2013) opined that, a teaching qualification or 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 Ekiti
State, teachers who are
academically qualified and those that are professionally qualified are engaged
to carry out instructional process (Ahiazu and Prince Will, 2011).
Academically qualified
teachers refer to those who have academic training as a result of enrolment
into educational institution and obtained qualifications such as HND, B.Sc,
B.A, and M.A. and so on; while professionally qualified teachers are those who
got professional training that gave them professional knowledge, skills,
techniques, aptitudes as different from the general education (Edu and Kalu,
2012). They hold degrees like, B.Ed., B.Sc. Ed, B.A. Ed, and M.Ed and so on. On
the other hand, there are studies that have found no significant relationship
between teacher educational qualification and students’ academic achievement.
For instance, Igwe (1990) investigated the influence of teacher’s qualification
on academic performance of students in science subjects in Kano State.
The researcher found no significant relationship between teacher’s
qualification and students’ performance. While Adeniji (1999), Osokoya (1999)
and Oladele (1999) found out that teacher’s qualification contributed minimally
to the variance with students’ cognitive achievement and Bilesanmi (1999) and
Okonwa (1999) found that teacher’s experience was highly significant on
students’ academic achievement in Political Science . Coonery (1990) opined
that students do not understand Government when it is taught by an ineffective
teacher. Izumi and Evess (2002) buttressed this by saying that teacher quality
is the most important among other critical factors like quality curricula,
funding, small class size and learning situation. George (2004) attributed poor
achievement of students in Government to teacher qualification, inadequacy of
materials as well as administrative factors. In teaching Political Science ,
Adesina (1982) and Fafunwa (1985) opined that with an exception of holders of
minimum of B.Sc in Political Science , many other teachers would be confronted
with problem of teaching College
of Education Government
syllabus effectively. Hence, Lussa (1985) argued that no one gives what he/she
does not possess. He further said that no matter how good a course curriculum
is, if we do not have well trained, qualified and motivated teachers, we may
not achieve the desired goals. In view of this, a teacher is someone who has
been exposed to a good measure of training in a teaching subject area as well
as in professional education:such professionally qualified teachers may according
to the Federal Ministry of Education (2004) fall into a number of academic
categories. Mkpa (1987) regarded the trained teacher as someone who underwent
and completed his education in a formal teacher training institution or in a
planned programme of training. Among such areas of training may include
principles and practice of education as well as being exposed to an observed
period of internship either after or as part of the period of training. People
who fall within this category should under normal circumstances be able to
fulfill the various functions expected of teachers within and outside the four
walls of the classroom. Furrugia (1987) perceived a professional teacher as one
who possesses professionally based knowledge in the theory and practice of
education as well as find job satisfaction in the belief that he/she is making
an important contribution to the social, cultural and economic development of
his/her country. Such a teacher should equally, be able to understand students’
abilities to exploit educational benefits of the social context within which
he/she lives. He/She s hould be able to assist Students to reach their full
intellectual and social Abe 11 potentials. According to Adieze (1986)
non qualified and non-professional teachers in teaching profession are killing
the profession because they are not really teachers. He regarded them as “bird”
of passage that create unnecessary vacuum whenever they see greener pasture and
better prospect in the profession they are originally trained for. The
comparison of students’ scores in Government achievement test based on
teachers’ qualifications becomes necessary in order to know if formal teaching
methods has any significant effect/influence on students’ performance in
Government or not.
Poor academic performance is a
performance that is adjudged by the examinee/testee and some other s
significant as falling below an expected standard. Poor academic performance
has been observed in school subject’s especially Government among College of Education
students.
Academic failure is not only
frustrating to the students and parents, its effect are equally grave on the
society in terms of dearth of man power. In all spheres of the economy and
politics.
Education at College of Education
level is supposed to be the bedrock and the foundation toward higher knowledge
in tertiary institutions. It is an
investment as well as an instrument that can be used to achieve a more rapid
economic, social, and political, technology, scientific and cultural
development in the country.
The national policy on education
(2004) stipulated that secondary education is an instrument for national
development that fosters the worth and development of the society and equality
of educational opportunities to all Nigerian children, irrespective of any real
marginal disabilities.
The role of secondary education is
to lay the foundation for further education and if a good foundation is laid at
this level, there are likely to be no problem at subsequent levels. However,
different people at different times have passed the blame of poor performance
in College of Education to students because of their low retention parental
factors, association with wrong peers, low achievement motivation and the likes
(Aremu and Sokan, 2003; Aremu and
Oluwole 2001; Aremu, 2000).
Falling level of academic
achievement is attributable to teacher’s non-use of verbal reinforcement
strategy, others found out that the attitude of some teachers to their job is
reflected in their poor attendance to lessons, lateness, to school, unsavory
comments about students performance that could damage their ego, poor method of
teaching and the likes affect pupil’s academic performance.
Statement of the problem
Primary teaching is a challenging and
diverse career, requiring a range of personal, professional and academic
qualities. Successful teachers have an
in-depth understanding of the complex processes of learning, based on their own engagement
with theory, research and practice. Students of Primary Education, therefore,
are involved from the outset in exploring innovative ways of working with
children, putting the learner at the centre of everything they do.
Teaching and learning of
primary education course in college of education depends to a large extent on teacher’s own
knowledge of the content and ability to adequately deliver the instruction to
the students. However a lot of variables may inhibit or hinder effective
dissemination of knowledge to the understanding of the content by the students,
such variables may be lack of qualified teachers, teachers’ qualification,
experience, inadequate use of instructional materials among others. While the
present study sought to determine the
impact of teacher qualification on students academic performance in primary
education studies in college
of Education Ikere Ekiti
Objective of
the study
The major objective of this study is
to investigate the impact of teacher qualification and working experiences as a
panacea on students academic performance in primary education studies in
college of education Ikere Ekiti.
Also the specific objective is to
1.
To determine teacher qualification on student academic performance
in primary education studies
2.
To determine the perception of teacher on students poor
performance and teacher’s qualification?
3.
To determine the attitude of teacher towards teaching and learning
of primary Education in College
of Education
4.
To determine the effect
of student’s poor academic performance
and teacher’s method of teaching primary education studies
Research
Questions
This research will attempt to answer the following questions.
1.
What are the impact of teachers qualification on students academic
performance in primary education courses?
2.
What are the impact of teaching experience on students academic
performance in primary education course?
3.
Does instructional materials have impact on students academic
performance in primary education?
4.
What effect does teachers attitude have on students academic
performance?
5.
Does instructional material have impact on students academic
performance in primary education?
Research Hypothesis
1.
There is no significant difference between teachers’ qualification
and student performance in primary education courses .
2.
There is no significant difference between teachers’ experience
and students performance in primary education
3.
There is no significant difference between teachers’ method of
teaching and students performance in primary education.
4.
There is no significant difference between teachers’ attitude and
students performance in primary education
Significances
of the Study
This study is considered significant
in the sense that it will generate sufficient data useful to teachers and
government that are concerned with the welfare of students. Also, it is hopeful
that the study will provide data on impact of teachers qualification on the
academic performances of the students in primary education in college of Education
Also, it will help the curriculum planners to known if teacher qualification
is the major factors of student poor academic performance in the sample school.
The outcome of this research study create data that will help in future
research. The result of the study would assist the federal government and the
ministry of Education on how to improve the conditions of the standard of
living among undergraduate students in order to employ efforts to reduce stress
in tertiary schools in Nigeria.
Scope of the Study
This research work focus on the
impact of teacher qualification and working experience as a panancea on
students academic performance in primary education studies in college of
education, Ikere Ekiti. The study covers
fifty randomly selected students
from primary education department and fifty (50) teachers were used for the
study. Therefore the total respondents that will part take in this study is one
hundred.
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