THE EFFECTS OF QUALIFICATION OF AGRICULTURAL SCIENCE TEACHERS ON THE PERFORMANCE OF SENIOR SECONDARY STUDENTS IN EXTERNAL EXAMINATIONS
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THE EFFECTS OF QUALIFICATION OF AGRICULTURAL
SCIENCE TEACHERS ON THE PERFORMANCE OF SENIOR SECONDARY STUDENTS IN EXTERNAL
EXAMINATIONS
CHAPTER ONE
INTRODUCTION
Background of the study
The differential
scholastic achievement of students in Nigeria has been and is still a source of
concern and research interest to educators, government and parents. This is so
because of the great importance that education has on the national development
of the country. All over the country, there is a consensus of opinion about the
fallen standard of education in Nigeria (Adebule, 2004). Parents and government
are in total agreement that their huge investment on education is not yielding
the desired dividend. Teachers also complain of students’ low performance at
both internal and external examinations. The annual releases of Senior
Secondary Certificate Examination results (SSCE) conducted by West African
Examination Council (WAEC) justified the problematic nature and generalization
of poor secondary school students’ performance in different school subjects.
For instance, the percentage of failure compared with students who passed
English and Mathematics between 2004 to 2007 are shown in tables 1 and 2. Poor
academic performance according to Aremu (2003) is a performance that is
adjudged by the examinee/testee and some other significant as falling below an
expected standard. Poor academic performance has been observed in school
subjects especially mathematics, agricultural science and English language
among secondary school students (Adesemowo, 2005). Aremu (2000) stresses that
academic failure is not only frustrating to the students and the parents, its
effects are equally grave on the society in terms of dearth of manpower in all
spheres of the economy and politics. Education at secondary school level is
supposed to be the bedrock and the foundation towards higher knowledge in
tertiary institutions. It is an investment as well as an instrument that can be
used to achieve a more rapid economic, social, political, technological,
scientific and cultural development in the country. The National Policy on
Education (2004) stipulated that secondary education is an instrument for
national development that fosters the worth and development of the individual
for further education and development, general development of the society and
equality of educational opportunities to all Nigerian children, irrespective of
any real or marginal disabilities. The role of secondary education is to lay
the foundation for further education and if a good foundation is laid at this
level, there are likely to be no problem at subsequent levels. However,
different people at different times have passed the blame of poor performance
in secondary school to students because of their low retention, parental
factors, association with wrong peers, low achievement, low retention, low
achievement motivation and the likes (Aremu & Sokan, 2003; Aremu &
Oluwole 2001; Aremu, 2000). Morakinyo (2003) believe that the falling level of
academic achievement is attributable to teacher’s non-use of verbal
reinforcement strategy. Others found out that the attitude of some teachers to
their job is reflected in their poor attendance to lessons, lateness to school,
unsavoury comments about student’s performance that could damage their ego,
poor method of teaching and the likes affect pupils’ academic performance.
The question
therefore is what is the cause of this fallen standard and poor academic
performance of students? Is the fault entirely that of teachers or students or
both of them? Is it that students of today are non-achievers because they have
low intelligent quotient and a good neutral mechanism to be able to act
purposefully, think rationally and deal effectively with academic tasks? Or is
it because teachers are no longer putting in much commitment as before? Or is
it in teachers’ method of teaching and interaction with pupils? Or is the poor
performance of students caused by parents’ neglect, separation and poverty? The
present study therefore sought to find out the relationship between teachers’
qualification and student’s academic achievement in agricultural science.
STATEMENT OF THE PROBLEM
Based on this
background, and the poor performance of students in external examinations as
exemplified in tables i and ii, the central problem of this study is that
secondary school students perform poorly in both internal and external
examinations particularly in agricultural science.
Table i: The West African Examinations
Council (WAEC) Performance in the Senior School Certificate Examinations: May/June,
2004-2007: Mathematics
|
YEAR
|
TOTAL NO OF
CANDIDATE
|
CREDIT A1-C6
|
PASS P7-P8
|
FAIL F9
|
|
%
|
%
|
%
|
||
|
2004
2005
2006
2007
|
1019524
1054853
1149277
1249028
|
33.97
38.20
41.12
46.75
|
28.16
25.36
31.09
26.72
|
34.47
34.41
24.95
24.24
|
|
|
|
|
|
|
|
YEAR
|
CREDIT A1-C6
|
FAIL F9
|
||
|
%
|
%
|
|||
|
2004
2005
2006
2007
|
29.59
25.36
34.48
29.94
|
37.61
36.93
29.65
26.54
|
||
SOURCE: Statistics Office, WAEC, Nigeria
This poor performance has generated a lot of
concern amongst stakeholders in education business. As a result, this study
sought to investigate the extent to which teacher’s academic qualifications
affect student’s academic achievement in agricultural science.
PURPOSE OF THE STUDY
The study sets out clearly among other things
to find out, if there is a relationship between teacher’s qualification and
academic achievement of students. Specifically this study will find out
1. The academic qualifications of agricultural
science teachers in Secondary Schools.
2. The level of academic achievement of
students offering agricultural science in senior secondary schools.
3. If there is a relationship between the
academic qualifications of agricultural science teachers and students academic
achievement in senior secondary schools.
RESEARCH
QUESTIONS
1. Does teachers qualification and attitude have
a significant effect on agricultural science performance of secondary school
students?
2. Is there a relationship between teachers
qualification and attitude on agricultural science performance of secondary
school students?
HYPOTHESES
Ho: Teachers qualification and attitude have
a significant effect on agricultural science performance of secondary school
students.
H1: Teachers qualification and attitude does
not have a significant effect on agricultural science performance of secondary
school students.
Ho: There is a strong relationship between
teachers qualification and attitude on agricultural science performance of
secondary school students.
H1: There is a weak relationship between
teachers qualification and attitude on agricultural science performance of
secondary school students.
LIMITATION
OF THE STUDY
There was limited time and funds for the
research. The uncooperative responses from the respondents also added to the
limitations encountered during the course of the research.
DEFINITION
OF TERMS
Teacher: A teacher
(also called a school teacher)
is a person who provides education for students
Qualification:
A pass of an examination or an official
completion of a course, especially one conferring status as a recognized
practitioner of a profession or activity
Attitude:
an attitude
is an expression of favor or disfavor toward a person, place, thing, or event
Performance:
The accomplishment of a given task measured against preset known standards of accuracy, completeness, cost, and speed
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