ASSESSMENT OF TEACHER’S QUALITY AND ITS EFFECT ON JUNIOR SECONDARY SCHOOL STUDENTS PERFORMANCE IN BASIC SCIENCE

ASSESSMENT OF TEACHER’S QUALITY AND ITS EFFECT ON JUNIOR SECONDARY SCHOOL STUDENTS PERFORMANCE IN BASIC SCIENCE

CHAPTER ONE
INTRODUCTION

1.1 BACKGROUND TO THE STUDY

Since the mid-twentieth century, the quality of teachers has been a source of intense debate all over the world. According to Riovkin, Hanushek, and Kain (1998), the influence of teacher quality on student achievement is several times greater than the influence of any other commonly observed variable such as students’ family backgrounds, favorable classroom environments, and so on. Despite the fact that teacher quality varies greatly between countries, and especially between states. While emphasizing the importance of teacher quality in curriculum implementation, the National Policy on Education (Federal Republic of Nigeria, Revised 2004) also stated that no nation’s educational system can outperform the quality of its teachers in any given country or region. Any school-related discussion would be incomplete unless teachers are included, and the vast majority of educational policies are geared toward or directly address the function of teachers. Furthermore, when compared to other determinants of academic performance, parents, teachers, and administrators consistently emphasize the critical role that instructors play in the development of students’ academic success. Teachers play a smaller role in academic success than other determinants. Education systems are significant because the quality of instructors in any educational system determines the quality of that system to a large extent. Teachers are thus essential in any educational system. “Quality is the fundamental and indispensible characteristic of a product,” writes Peter (1997). For example, qualities of high-quality scientific instructors that contribute to fitness

and the teacher’s efficiency in carrying out the responsibilities associated with science education, such as enthusiasm and dedication.

Teacher quality, according to Ingersoll (1996), is a measure of a teacher’s qualifications, teaching methods, teacher certification, teacher experience, and teaching preparations. The quality of the teacher is the key to improved student performance regardless of the condition of the schools, the affluence of the student, the nature of the community, or any other element in the lives or educational environment of school children, according to the American Council on Education (1999). Quality instructors use a variety of teaching techniques, experiences, assignments, and resources to ensure that students achieve a wide range of cognitive objectives.

To ensure that our children meet the high standards required for them to live full lives and become productive students, we must ensure that their teachers are well-prepared and highly competent. Topic knowledge, pedagogical expertise, teaching credentials, and oral communication ability are all components of teacher qualification. Shulman (1987) defined professional knowledge for quality teaching as seven (7) areas: academic subject knowledge, knowledge of teaching strategies, knowledge of student characteristics and cultural background, knowledge of curriculum materials and programs, knowledge of teaching environment, subject specific knowledge of teaching strategies, and knowledge of the goals and purposes of teaching.

According to Salvin (2003), a good quality teacher must be well informed about

his or her subject area and understand how to engage students. He must also understand how to maximize class time and deal with differences in personality and learning styles. An integrated science teacher should make every effort to acquire sufficient knowledge to teach any aspect of the integrated science program’s content, and in order to be effective in the classroom, the integrated science teacher must stay current on both the integrated science program’s content and the methods of delivering integrated science instruction.

According to research, quality teachers are well-versed in their subject matter and have the language ability to communicate that information to their students. They achieve this by attending professional seminars and conferences.

are deliberate teachers who are constantly reviewing and improving their own teaching techniques in order to provide their students with the best possible instruction. Reynolds (1995) discovered that competent instructors are capable of carrying out all of the duties associated with providing effective education to their students. Quality teachers are critical thinkers who understand their students’ developmental levels and needs, are willing to try new approaches to problems in the classroom, and are trained to use differentiated education that takes into account individual differences.

According to Gregorian (2001), one of the most common complaints about poor quality teaching in schools today can be traced back to teachers’ pre-service education. Darling-Hammond clung and Fre low (2002) concluded that

High-quality teacher preparation programs are critical for preparing excellent teachers for the classroom. Geo (2007) identified the following two key teacher qualification variables that, across studies, have consistently been shown to produce strong, positive effects on student learning: I Teacher knowledge of subject matter; he explained this using basic science by saying that teachers with stronger science knowledge produce higher student achievement in basic science than less knowledgeable teachers. (ii) The level of experience of the teacher is important. He explained this by saying that after five years of experience, he was able to.

1.2 PROBLEM STATEMENT.

Policymakers, educational leaders, teacher education institutions, and individuals interested in education are all interested in teacher quality (enhancing public education in general). There is a severe

According to Omenazu (2012) and personal experience, there is a scarcity of trained instructors throughout the country. As a result, many states have been forced to hire people who do not meet the qualifications of a certified teacher, i.e., those who have not demonstrated subject matter competency in their respective fields. They have no formal teacher training, and many have no prior teaching experience in any capacity. Many secondary schools have significantly higher vacancy rates than the national average, but teachers are leaving in greater numbers to pursue other opportunities.

Nchecube (2016), lamenting the low teacher quality, asserted that some secondary schools hire teachers based on related subject specialization rather than exact subject qualification; for example, a graduate chemical engineer can teach chemistry. be hired to teach basic science despite having no pedagogical training or teaching experience. As a result, students in junior secondary school will have poor academic performance. According to the findings of a study conducted by Etim (1985), instructors received enough skills from a preparation program to teach their subjects at any level of secondary school. This demonstrates the importance of providing adequate subject matter training to instructors in order for their classroom instruction to be above board and compliant. Misconceptions among students were discovered, according to Otuka (1987), and these misconceptions were traced back to assumptions held by their professors. Secondary students’ success has been shown to be strongly correlated with teachers’ success.

According to the research findings, understanding of specific subject matter. As a result, the goal of this study is to assess teacher quality and its impact on junior high school students’ basic science performance.

1.3 THE STUDY’S OBJECTIVE

The study’s overarching goal is to present an assessment of teacher quality and its impact on junior secondary school students’ performance in basic science. Other specific goals include:

i. Determine whether teacher subject knowledge influences basic science teaching and learning.

ii. To determine whether a teacher’s competency and experience influence learning outcomes during basic science instruction.

iii. Determine whether the teachers’ teaching methods affect students’ academic achievement in basic science.

iv. To determine whether teachers’ qualifications and use of teaching aids in secondary school affect students’ performance in the subject.

1.4 QUESTIONS FOR RESEARCH
To guide the researcher in this study, the following research questions are posed:

i. Does the subject knowledge of the teacher influence the teaching and learning of basic science in junior secondary school?

ii. Does the competency and experience of the teacher influence learning outcomes during basic science instruction?

iii. Does the teachers’ teaching method influence students’ academic achievement in integrated science?

iv. Do teachers’ qualifications and use of teaching aids in secondary school affect students’ performance in the subject?

1.5 THE IMPORTANCE OF THE STUDY

It is hoped that this study will improve teacher quality and student achievement.

This study will undoubtedly contribute significantly and meaningfully to improving teacher quality as well as addressing other unfavorable working conditions that affect teachers, schools, and students as a result of a decrease in teacher quality and number. This study will help the federal and state governments, as well as head teachers and school principals, recognize the importance of improving teacher quality in order to improve students’ academic performance.

1.6 THE AIM OF THE STUDY

The focus of this study is on teacher quality and its impact on junior secondary school students’ basic science performance. Subject knowledge, competency, teaching method, experience, and qualification of the teacher were all taken into account. The study, however, is limited to selected junior secondary schools in Akwibom state’s Etim-ekpo local government.

1.7LIMITATION OF THE STUDY

The researchers encountered minor constraints while conducting the study, as with any human endeavor. The significant constraint was the scarcity of literature on the subject because it is a new discourse, so the researcher incurred more financial expenses and spent more time sourcing for relevant materials, literature, or information and in the data collection process, which is why the researcher resorted to a limited sample size covering only junior secondary schools in Etim-ekpo local government in Akwibom state. As a result, the findings of this study cannot be generalized to other junior schools in other Nigerian states. Furthermore, the researcher’s involvement in this study while also working on other academic projects will impede maximum dedication to the research. Howbeit,

Regardless of the constraints encountered during the research, all factors were minimized in order to provide the best results and make the research successful.

1.8 CONCEPT DEFINITION

Subject matter knowledge refers to the extent to which the teacher exhibits and demonstrates a comprehension of the discipline’s purpose and ideas.

Pedagogical Knowledge: This term refers to teacher knowledge of subject matter (content) as well as general knowledge of instructional methods or teaching methods used by teachers to effect learning in the classroom.

Trained instructors who have worked in the field for at least five (5) years after graduation are considered experienced teachers.

A qualified teacher is one who has obtained a bachelor’s degree or has gained professional competence as a teacher in any university or college of education. in education or a Nigerian certificate in integrated science, physics, chemistry, or biology