IMPLICATION OF TEACHERS’ QUALIFICATION AND SCHOOL ENVIRONMENT ON STUDENTS ACADEMIC ACHIEVEMENT IN BASIC SCIENCE

IMPLICATION OF TEACHERS’ QUALIFICATION AND SCHOOL ENVIRONMENT ON STUDENTS ACADEMIC ACHIEVEMENT IN BASIC SCIENCE

CHAPTER ONE

INTRODUCTION

1.1  BACKGROUND TO THE STUDY

A change in integrated science was brought about by the Nigerian Education Reform Agenda, both in terms of content and terminology. The term “integrated science” was changed to “basic science,” and the subject’s range was widened. Fundamental science, also known as integrated science, is a subject taught at the junior secondary school level in both public and private institutions, according to Oka (2015) and Nwafor (2012). A senior high school course called “Basic Science” introduces students to the study of the sciences. According to UNESCO (1973) and Omiko (2005), integrated science (basic science) is a field of study in which concepts and principles are presented in order to convey the core idea of scientific education without placing undue or premature emphasis on the differences between other branches of science. domains. Ukpabi (1985) described Basic Science as a science in its undifferentiated form that emphasizes science’s essential oneness in Omiko (2005). Basic science in Junior Secondary school is the study of elemental biology, anatomy, the earth/solar system, ecology, genetics, chemistry, and physics as a single scientific curriculum. It provides the fundamental scientific education required for human survival, long-term growth, and societal transformation. Basic science studies also include the integration of previously separate scientific courses to provide students with a more realistic understanding of science. Most students avoid studying science because of the alarming prevalence of poor performance in science disciplines, as well as the country’s low educational level. Students’ performance and involvement in higher science disciplines such as physics, chemistry, and biology

As a result of this negative attitude, chemistry and biology have suffered. All of the difficulties mentioned above can be traced back to fundamental science and its education.

Furthermore, when compared to other academic achievement factors, parents, teachers, and administrators consistently emphasize the critical role that teachers play in the development of students’ academic success. When compared to other factors, teachers have a significant impact on academic performance. Riovkin, Hanushek, and Kain (2018) believe that teacher quality has a far greater impact on student achievement than any other commonly observed variable, such as students’ family backgrounds, good classroom conditions, and so on. Despite the fact that teacher quality varies greatly across countries and, more specifically, states. While emphasizing the significance of

The National Policy on Education (Federal Republic of Nigeria, Revised 2013) also stated that no country’s educational system can outperform the quality of its teachers in any particular country or location.

According to these, many factors have been identified as contributing to students’ underachievement in Nigerian schools. A recent conference hosted by the Scientific Teachers Association of Nigeria (STAN 1996) to explore the challenges of low success in all science courses, including Basic/Integrated Science, drew experts from a variety of fields. Other reasons for Nigerian students’ poor performance were mentioned, but this study focused on two (2) major issues. Two of them are a lack of qualified instructors and the school environment. Both traits appear to have an effect on

Academic performance of students in Basic/Integrated Science in Nigerian schools, particularly in government (public) institutions.

Several experts have previously discovered that some schools in Nigeria still have a high proportion of incompetent instructors in the system (Oyeniyan, 2021). As a result, the standard and quality of education available in Nigeria today speaks volumes about the teachers’ standards and quality. Teachers must be of exceptional quality and professionalism in order for Nigerians to generate great goods for societal development through schools. According to Ingersoll (2016), teacher quality is a measure of a teacher’s credentials, teaching techniques, certification, experience, and teaching preparations. To ensure that students achieve a wide range of cognitive objectives, effective teachers use the following teaching approaches, experiences, assignments, and resources: We must make certain that

Our children are taught by well-prepared and skilled instructors to ensure that they meet the high standards required for them to live full lives and become productive students. Teacher certification requires subject knowledge, pedagogical competence, teaching qualifications, and oral communication skills. Shulman (2017) identified seven (7) professional knowledge domains for quality teaching: 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 teaching goals and purposes.

On the other hand, the school environment has a significant impact on the academic achievement of Basic Science students in Nigerian government institutions. A secure structure, playgrounds, adequate sanitation, suitable laboratories, a well-stocked library, and  The school environment includes a pleasant setting. In Nigeria today, a healthy environment is far from ideal. In terms of performance, school population health and education are inextricably linked. A school child cannot benefit from their education if they are not healthy, according to Nzeribe (2020). As a result, in terms of school performance, the school environment cannot be separated from the child’s education. The question here is whether our secondary schools’ infrastructure is adequate for Basic Science teaching and learning. To address this issue, three important factors come to mind: the school environment, classroom size, library, and, most importantly, science laboratories for all sciences, including Basic/Integrated Science, practical practice. If any of the aforementioned components are missing,

Schools, children’s educational growth, particularly scientific understanding in scientifically inclined children, will be jeopardized.

1.2 THE PROBLEM’S STATEMENT

Various educational researchers have observed in their work in recent years that on-the-job Basic Science teachers are lacking in pedagogical content, scientific skills, experience, and so on. This is a significant setback for the students’ scientific skill development because the students would not be able to meet the criteria for becoming scientifically literate at that level without an experienced science teacher. More pitifully, as Patrick (2021) observes, the school environment can affect student achievement in Basic Science in the presence of overcrowded classrooms, a lack of or insufficient science laboratories, and a lack of or insufficient school library, all of which are major factors. a barrier to effective teaching and learning in Nigerian schools. A child cannot learn effectively in an overcrowded class because the environment is not conducive enough, he continued. Additionally, science students cannot conduct experiments or develop scientific skills in a classroom without a science lab. Similarly, students cannot benefit from a school library that lacks the necessary textbooks for their studies because it does not promote reading interests or the use of the internet for research. Okolie, Elom, and Inyiagu (2014) noted that a lack of qualified basic science teachers has contributed to the poor performance of students in basic science being so prevalent in many Nigerian public schools in recent years. Our science and technology-related subject will be affected if this is not checked.

Graduates from post-primary institutions may not be employable, and those who pursue higher education may run into problems due to their background. As a result, our educational system will not succeed in producing qualified and competent science education products. In light of this, this study aims to investigate the effects of teachers’ backgrounds and the learning environment on students’ performance in basic science.

1.3.1 PURPOSE OF THE STUDY

This study’s main goal is to investigate the effects of teachers’ backgrounds and the learning environment on students’ performance in fundamental sciences. Additional specific goals include:

i. To determine whether a teacher’s pedagogical expertise and scientific expertise have an impact on students’ academic performance in the basic sciences.

ii. To determine whether a teacher’s credentials and teaching experience are valid

impact on basic science student academic performance.

iii. To determine whether overcrowding in the classroom and subpar facilities have an impact on the teaching-learning process of basic science in secondary schools.

iv. To ascertain whether inadequate lab and library facilities impede the efficient teaching and learning of basic science in secondary schools.

1.4 QUESTIONS FOR RESEARCH

The following are the study’s primary research questions:

i. Do teachers’ scientific knowledge and pedagogical expertise have an impact on their students’ academic performance in the basic sciences?

ii. Do a teacher’s credentials and years of classroom experience affect students’ academic success in the fundamental sciences?

iii. Do overcrowded classrooms and subpar facilities in secondary schools have an impact on the teaching-learning process of basic science?

Does inadequate lab and school library equipment prevent secondary students from learning and teaching basic science effectively?

school?

1.5 THE STUDY’S SIGNIFICANCE

Researchers, teachers, students, and the government’s Ministry of Education will all benefit from the study’s findings. This study aims to inform the government, specifically the Ministry of Education, of the relationship between teachers’ qualifications and the academic performance of tomorrow’s leaders, allowing for the periodic organization of in-service training sessions and other educational programs for teachers to address this deficiency and attempt to create the necessary conducive learning environment. Due to the availability of a science lab, well-ventilated classrooms, and a school library, as well as the presence of qualified researchers, this study will be extremely beneficial to the school’s students because it will enhance their performances and help them develop their scientific knowledge.

teachers. This study will assist Basic/Integrated Science teachers who are currently working to become more professional in their fields by attending seminars and workshop sessions to increase their subject matter expertise and knowledge of the best teaching strategies, instructional aids, and other things to use in classroom interactions.

1.6 THE STUDY’S SCOPE

This study’s focus was on the training and working conditions of Basic/Integrated Science teachers in order to increase their efficiency in creating teaching and learning activities in the classroom. However, the study is restricted to a small number of junior high and high schools in Delta State’s Ughelli South Local Government Area.

Limitations of the research

While conducting the study, the researchers ran into some minor obstacles, just like in every human endeavor. The importantDue to a constraint of the lack of available literature on the topic because it is a new discourse, the researcher had to choose a small sample size that only included a few junior secondary schools in the Delta State local government area of Ughelli South. This decision was made in order to reduce costs and time spent searching for pertinent materials, literature, or information. Therefore, conclusions from this study cannot be generalized to junior secondary schools in other Nigerian States. Additionally, the researcher’s concurrent involvement in this study and other academic work will prevent them from giving the research their full attention. However, despite the limitations imposed by the research, all factors were minimized in order to

Give your all to ensure the research’s success.

1.8 CONCEPT DEFINITION

Subject matter expertise: This refers to the degree to which a teacher demonstrates and exhibits an understanding of the goals and concepts within the discipline.

Pedagogical Knowledge: In this work, it is used as teachers’ subject-matter (content) knowledge and general knowledge of the instructional strategies or teaching techniques they employ to influence student learning.

Experienced Teachers: Qualified educators who must have worked as practitioners for a minimum of five (5) years following graduation.

Those who have earned a bachelor’s degree in education, a certificate of education from Nigeria, or a professional teaching license from any university or college of education are considered qualified teachers.