Teachers’ Variables And Students’ Academic Performance

Teachers’ Variables And Students’ Academic Performance

 CHAPTER ONE – INTRODUCTION

 1.1       Background to the Study

Success in academic endeavours may be contingent upon certain factors. This may be true of achievement in schooling. Good achievement in schooling could be the partial contributions of an individual’s gender sensitivity, cognitive, affective (attitude) and psychomotor domains. Adodo (2007) argued that one key overriding factor for the success of students’ academic achievement is the teacher. In the same vein Ibrahim (2000), believed that teachers’ qualifications and exposure can go a long way to bring about student’s high academic performance. It is probably for this reason Ibukun (2009) re-iterated the opinion of the National Policy in Education that no education system can rise above the quality of its teachers.

Considering the assertions of Adodo (2007), and Ibukun (2009) it implies that teachers’ role in the preparation of students to successes in examinations cannot be undermined for good or poor student’s academic performance have been quite exhaustive yet controversy still exists among scholars as to what contribute singly or jointly to students’ poor performance. The teacher variables found to be dominant in cross-country studies are related to; qualification, experience, attitude and personality.

Teachers’ Variables And Students’ Academic Performance

Scholars and researchers generally are in agreement that the school variables, which include teacher administration, perform a critical role in educational achievement than other variable (Patrick, 2005). The important role of the teachers in learning is unquestionable teachers have a lot of influence on the classroom practices. Teachers should have and apply specific abilities without which their influence may not be reflected in their students’ performance in the subject. For students to be able to make connection between what is taught in school and its application in problem solving in real life, the teacher has to be effective in their teaching.

Adesina (1980) noted that teachers are the major indication and determinant of quality education. Highly professional teachers, who are dedicated, are needed in schools. It has been established that there is a High correlation between what teachers know and what they teach. Thus, the ability to teach effectively depends on the teachers’ knowledge and knowledge occurs in a variety of forms. Teacher effectiveness is impeded if the teacher is unfamiliar with the body of knowledge taught. The implication of this for teachers is that they must thoroughly understand the content of what they teach.

Teachers’ Variables And Students’ Academic Performance

Attitude as a factor could be viewed as the totality of an individual’s inclination towards object, institution or idea. Teachers’ effectiveness in a subject may be prime determinant of students’ performance in the subject. Ineffective teaching in secondary schools probably from the quality of teachers recruited to teach science. In many secondary schools, science subjects are taught by people who are neither interested nor qualified in teaching the subject.

Teachers’ Variables And Students’ Academic Performance

Studies have also shown that teachers experience exerts a great influence on the academic achievement of students. Ilugbusi, Falola and Daramola (2007) showed that teaching experience in schools count significantly in the determination of students’ achievement in external examinations such as West African Senior School Certificate Examination (SSCE), National Examination Council (NECO) SSCE and the unified tertiary matriculation examination. According to them, in-experienced teachers are easily upset and destabilized by unfamiliar situations. This may imply that in experiment teachers could get confused, mixed up the content of the topics taught to the students and hence the students will receive wrong information which would definitely lead to poor academic performance among students.

Therefore, it is evident that one key overriding factor for the success of students’ academic achievement is the teacher. It is believed that teachers’ qualifications, experience and attitude can go a long way to bring about student’s high academic achievement. Teacher effectiveness is impeded if the teacher is unfamiliar with the body of knowledge taught. The teachers’ output is also limited, if he exhibits non-chalant attitude to work. Consequently, harnessing the different variables of the teachers positively for effective academic work and performance of students becomes challenging.

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