TEACHERS EFFECTIVENESS AND ACADEMIC PERFORMANCE OF STUDENTS IN BIOLOGY
TEACHERS EFFECTIVENESS AND ACADEMIC PERFORMANCE OF STUDENTS IN BIOLOGY
ABSTRACT: The purpose of this study was to find out the effect of teachers’ effectiveness on academic performance of students in biology in Ukanafun Local Government Area. In order to carry out the study, two research hypotheses were formulated. The area of the study was Ukanafun Local Government Area.
The survey design was used in the study. The population of the study was all senior secondary two (SS2) students in the area. The sample size of sixty (60) students randomly selected from six secondary schools, ten (10) from each of the six schools was used for the study. The instruments for data collection were Biology Achievement Test (BAT) and teachers’ questionnaire.
Data collected were analyzed using independent t-test statistics. The result revealed that the performance of students in Biology taught in the conducive classroom atmosphere created by the teacher was greater than those in unconducive classroom atmosphere. Again, students taught by teachers with adequate subject matter knowledge out-performed their counterparts taught by teachers with inadequate knowledge of the subject matter.
It was recommended that government should provide awareness through seminars, workshops and conferences for teachers to help them improve and update their instructional approaches.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The quality of education at any level depends largely on the qualification, commitment, and effectiveness of the teachers. Thus, the National Policy on Education (FRN, 2004) states that “no education system can rise above the quality of its teachers”. Teacher’s effectiveness is a matter of the degree to which teachers achieve desired effects upon the students.
Ukeje (2004) opines that the performance of the students in schools positively correlated with successful and effective teaching. Determining effective teaching has been a problem for educational researchers. Thompson (1973) describes teaching as “involving the consideration of the nature of the child, the goals to be achieved and finally the methods and materials required to attain the goals”. Teaching involves developing a policy, and putting that policy into practice, students expect teachers to teach.
They value clear exposition, lucid statement of the problems and guidance in their solution. Besides, teacher’s effectiveness is assessed in terms of knowledge of subject matter, favourable attitude towards teaching, effective classroom management, and effective classroom communication effective use of instructional materials and adequate knowledge of teaching methodologies (Adeyemi, 1999).
As one of the key inputs or hub of the instructional system (Ukeje, 2004) opines that teacher exert enormous influence on students’ learning. Considering this point, it is observed that the level of performance in any school is intimately related to the quality of its teachers, while the quality of any school system is a function of the aggregate quality of the teacher who operates it.
On the other hand, inexperienced and ineffective teacher who fumble as they teach tend to frustrate and discourage students. As such, effective teaching is likely to be absent if it cannot be situated within a philosophy of meaning purpose and achievement (Berry, 2002). It was against this background that the study seeks to find whether teacher’s adequate knowledge of the subject matter and effective classroom management have effect on students’ academic performance in Biology.
1.2 Statement of the Problem
The issue of poor academic performance of students in Nigeria has been of much concern to all and sundry. The problem is so much that it has led to the widely acclaimed fallen standard of education in Ukanafun Local Government Area of Akwa Ibom State and Nigeria in general. Overtime, students’ academic performance in both internal and external examinations had been used to determine excellence in teachers and teaching.
Little is done to find out what teachers do in the classroom and their role effects in students’ academic performance. The backdrop has also been noted in Biology students’ performance in various examinations. The question therefore arises at this point. “What is the cause of students’ poor performance in Biology and science related courses, could it be as a result of ineffective teaching by teachers?”
1.3 Purpose of the Study
The main purpose of this study was to investigate the influence of teachers’ effectiveness on students’ academic performance in Biology in Ukanafun Local Government Area. Specifically, the study sought to find out:
- Whether teacher’s knowledge of the subject matter has any effect on students’ academic performance in Biology.
- Whether creation of conducive classroom atmosphere by teachers has any effect on students’ academic performance in Biology.
1.4 Research Hypotheses
The following research null hypotheses were posed:
- There is no significant difference in the performance of Biology students taught by teachers with adequate knowledge of subject matter and those taught by teachers with inadequate knowledge of subject matter.
- There is no significant difference in the performance of Biology students taught by teachers who have created conducive classroom atmosphere and those taught by teachers with poor classroom atmosphere.
1.5 Significance of the Study
The study will be significant in diverse ways:
- It will provide useful information to Biology teachers, on the effective methodology to ensure good academic performance by students in Biology.
- This study will reveal to the school administrators, the teacher’s effectiveness and called for in-service and workshops in order to make the teachers become more effective.
- This study will be seen as a reference source for future researchers in related areas.
1.6 Delimitation of the Study
The study was designed to cover all public secondary schools in Ukanafun Local Government Area of Akwa Ibom State. It was also restricted to finding out teachers’ effectiveness and academic performance of students in Biology.
1.7 Definition of Terms
To make this work clear and easily understood, various operational terms are defined:
Teacher’s effectiveness: This is the degree to which the teacher produces the desired behaviour in his students.
Subject matter: The idea or information contained in a book or topic of discussion.
Classroom atmosphere: This is a description of the room where learning is taking place. It involves effective use of time, materials, physical condition for instruction, and establishment of routes and a monitoring system in classroom to bring high level concentration of students.
Academic performance: This refers to cognitive ability as measured by tests, assignment, and examination which are used to determine their success or failure in school such as represented by scores of grade.
