A CRITICAL REVIEW OF TEACHERS’ QUALIFICATION AND SCHOOL ENVIRONMENT; ITS IMPACT ON JUNIOR STUDENT PERFORMANCE IN BASIC SCIENCE
- Project Research
- 1-5 Chapters
- Quantitative
- Chi-Square
- Abstract : Available
- Table of Content: Available
- Reference Style: APA
- Recommended for : Student Researchers
- NGN 3000
Statement of the Problem
There are contemporary problems in the teaching and learning of Integrated Science in Nigeria. These problems affect dissemination of scientific knowledge and skills at all levels of the educational system. These problems solely contribute to the underperformance of students which invariably contribute to the scientific development of the Nation. Out of these numerous problems, two (2) were taken into consideration which were: teachers’ qualification, and school environment respectively.
In recent years, it has been observed by various educational researchers in their work, that the on-job Basic/Integrated Science teachers are lacking in pedagogical content, scientific skills, experience and so on. This is a major setback on the students’ scientific skill development because without an experienced science teacher, the students would not be able to meet up with the criteria of becoming scientifically literate at that level (Bosque & Dore, 2018b).
The school environment on the other hand has also been observed to affect student achievement in Basic/Integrated Science. Overcrowded classrooms, lack or inadequate science laboratories, lack or inadequate school library are major inhibiting factor in teaching-learning processes in Nigerian schools. A child cannot learn effectively in an overcrowded class because it is not so conducive enough. Also when there is no or ill-equipped science laboratory in the school, how will the Basic/Integrated Science students conduct experiments as well as developing scientific skills? A school library that is lacking in required textbooks for studies cannot be of any use to students because it does not encourage reading interests and research usage.
1.3 Purpose of Study
The purpose of the study was to
1) Establish if there is any relationship between teachers’ qualification and students’ performance in terms of: pedagogical competence, scientific skills, experience, e.t.c to teach the subject.
2) Investigate if the school environment truly affects the teaching-learning processes of Basic/Integrated Science in view of:
a. Overcrowded classrooms;
b. Lack or inadequate school library; and
c. Lack or inadequate science laboratory.
1.4 Research Hypothesis
Hypothesis One
Hi: The qualification of the on-job Integrated Science teachers does not differ significantly in terms of pedagogical competence, scientific skills, and conceptual knowledge subsequent to students’ performance.
Ho: The qualification of the on-job Integrated Science teachers differ in terms of pedagogical competence, scientific skills, and conceptual knowledge subsequent to students’ performance.
Hypothesis Two
Hi: There is no difference in the performance of students in a good school environment, and those not in a good school environment.
Ho: There is a significant difference in the performance of students in a good school environment, and those not in a good school environment.
1.5 Significance of the study
The Government (Ministry of Education)
This study will also set out to inform the Ministry of Education of the effect of teachers’ qualification and school environment on the academic achievement of tomorrow’s leaders so that in-service training and other educational programmes for teachers can be organised from time-to-time to counter this deficiency, also to try to provide the required adequate school environment for teaching-learning activities.
For students,
This study will be of immense benefits to the students of the school because it will improve their performances and develop them scientifically through the availability of science laboratory, well-ventilated classrooms and school library coupled with qualified teachers.
For teachers,
This study will be help the on-job Basic/Integrated Science teachers to be professionally inclined in their fields by attending seminars and workshop practices in enhancing their knowledge in the subject matter and know the appropriate teaching methods, instructional aids e.t.c to be administered during classrooms interactions.
1.6 Scope and delimitation of the study
The scope of this study focused on Basic/Integrated Science teachers’ qualification and school environment in ways to improve their effectiveness for development of teaching and learning activities in the school. Due to financial and time constraint, the study was limited to selected government (public) schools in Lagos Mainland Area of Lagos state. Since the effect of the teachers’ qualification and school environment on student’s academic achievement is already known based on previous researches.
1.7 DEFINITION OF TERMS
The following terms were used in the course of this study:
Academic achievement: is the extent to which a student, teacher or institution has achieved their short or long-term educational goals.
Student: learner or someone who attends an educational institution.
1.8 ORGANIZATION OF THE STUDY
This research work is organized in five chapters, for easy understanding, as follows Chapter one is concerned with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study. Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature. Chapter three deals on the research design and methodology adopted in the study. Chapter four concentrate on the data collection and analysis and presentation of finding. Chapter five gives summary, conclusion, and recommendations made of the study.
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