1.1 Introduction
Chemistry is an exact and a core science subject in Nigerian secondary schools. Its teaching often requires creativity and improvisation. To make chemistry concepts comprehensible to students, chemistry teachers must employ creative teaching methods and be prepared to respond to queries and explain concepts in an atypical manner (Nbina, 2012). Teachers with multiphase background, training and qualification have over the years, dominated the teaching profession in Nigeria. With the emergence of new job opportunities, the teaching profession began to lose the best of its brain. Consequently, those who could not get better job stay on; new entrants use it as a stepping stone, while others who were not trained to teach but have no other job joined the teaching profession (Arisekola, 2007).
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitations of the Study and Definition of technical terms.
1.2 Background of Study
A qualified and experience chemistry teacher is expected to have particular professional and personal competencies. Academic and pedagogical competencies are included in professional skills. Academic competence refers to a teacher’s topic expertise. Pedagogical competence is the skill of teaching a subject while adhering to certain principles such as teaching from the known to the unknown, the concrete to the abstract, and the basic to the complex. The effectiveness of the chemistry instructor in the classroom is highly dependent on his or her readiness for the instructional process. It has been observed that the majority of secondary school chemistry teachers is not professional chemistry teachers and have not even completed a teacher training program. Occasionally, those who teach chemistry are graduates of pure physical sciences such as chemistry, engineering, or occasionally biochemistry. And, of course, many of these teachers do not hold a degree in education (Arisekola, 2007).
Teacher effectiveness hinges on mastery of the subject, ability to impart the subject matter to the learners and to exhibit the indices of educated person so as to achieve educational objectives. The educational objective focuses more on high students’ academic performance, in order for the students to be better individuals and contribute to the development of the nation as a whole (Abdullahi, 2006).
A qualified teacher is that teacher who establishes a pleasant, business like classroom climate, one that elicit students’ responsibilities and co-operation in doing academic work. Such teacher will receive high rating by students on cooperation and work engagement. For the teacher to achieve and maintain high success rates in students, the teacher needs to praise students’ successes, encouraging them to work hard and take responsibility for their academic progress (Adamson, 2004).
Many authors have written on teacher’s qualification to enhance academic performance of students. More specifically, the use of qualified teaching staff is a sine qua non in improving student’s academic performance. Ali (2009) observes that there was statistically significant relationship between teacher qualification and student academic achievement. Gravestock & Gregor-Greenleaf (2008) states that the explanations 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 qualification found to be dominant in cross-country studies are related to; prerequisite, experience, attitude and personality.
Science subjects like Chemistry occupies a special position in the senior secondary school curriculum in Nigeria. In the National Policy on Education (FRN, 2004), each senior secondary school student is expected to study at least a science subject. Okoye (2006) noted that Chemistry is mostly registered for in the Senior Secondary School Certificate Examination (SSCE) of West African Examination Council (WAEC) and National Examinations Council of Nigeria (NECO).
Onwuachu, (2009) have investigated reasons for students’ low achievement in Chemistry. Among the reasons were teachers’ failure to comply to professional ethics and conduct of teaching. Hence, every teacher has his/her own personality and attributes which shows individual teacher characteristics. With these problems, the limits to effective learning of Chemistry may have been minimally set. Accepted methods to overcome poor academic achievement in science have included the promotion of more effective teaching strategies and creation of more positive attitudes towards the learning of science. An effective teacher is the one who can establish rapport with students and create a nurturing, caring environment for personal development. He is one who can activate and energizes students to work toward a more just and humane social order (Arende, Afason 2005).
Fagbamiye (2009) remarked that teachers’ competence contributes to pupils’ achievement. The observation by Okunola (2004) that no institution can rise above the quality of its personnel, gives credence to the fact that a person can only give what he/she have, in terms of knowledge or experience. A qualified teacher is more likely to achieve teaching effectiveness than unqualified ones. The recruitment of unqualified personnel led to the failure of Nigeria educational system in the 50’s and it’s is still part of the problem facing our educational system today. It is against this background that this study is carried out (Saovapa & Wiwat 2012).
Akinteye, (2011) writing on the code of conduct for teachers opines that one should be mindful that a profession exists for the best interest of the client, the teacher shall practice the profession with genuine interest, concern and consideration for the student. Teacher qualification is one of the major factors affecting the quality of teaching and learning in school. To improve students’ achievement levels, teachers must be knowledgeable and strive harder to keep informed of the most up-to-date methods and techniques in teaching.
Therefore, in Delta State where the research was carried out, the activities that was conducted is to know the Effect of Qualification of Chemistry Teacher on the Performance of Secondary School Student in External Examination.
1.3 Statement of Problems
Investigation revealed that there has been a public outcry on the poor performance of students in Chemistry. It is believed that if Chemistry concepts are not taught from known to unknown and from simple to complex, it is likely that students might find it difficult to understand the concepts taught. It has been observed that instructional materials for usage by the teachers in great qualities are being placed in school at decreasing rate.
The teachers problem today, than, is not the lack of materials, but how to make the best instructional use of those available to him (Jarolinek 2001). Unfortunately, teaching aids or instructional materials especially with the modern innovation are grossly lacking and faced with a lot of problems in its use by teachers.
Teachers are very vital in the educational system. They are the ones who interpret the goals of education and ensure that the children are educated in line with them. Since quality of output depends on the quality of input, the success or quantity of any educational system depends on the adequacy of quantity and quality as well as the level of devotion of its teaching workforce.
1.4 Aim and Objectives of Study
The aim of the study is to investigate the Effect of Qualification of Chemistry Teacher on the Performance of Secondary School Student in External Examination using Ethiope East Local Government Area of Delta State as a case study. In achieving this aim, the following specific objectives were laid out as follows:
- To examine the impact of teachers’ professional qualification towards academic performance in Chemistry;
- To find out if teaching experience is a determinant of academic performance in Chemistry;
- To evaluate teachers exposure on-the-job training towards academic performance in Chemistry;
- To determine the teachers’ interest towards academic performance in Chemistry; and
- To determine whether teachers’ academic qualification is a determinant of academic performance in Chemistry.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- Is teachers’ academic qualification a determinant of academic performance in Chemistry?
- Is teachers’ professional qualification a determinant of academic performance in Chemistry?
- Is teaching experience is a determinant of academic performance in Chemistry?
- Is teachers’ interest a predictor of academic performance in Chemistry?
- Is teachers’ exposure to on-the-job training a determinant of academic performance in Chemistry?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: Teachers’ academic qualification is not a determinant of academic performance in Chemistry.
- H1: Teachers’ academic qualification is a determinant of academic performance in Chemistry.
Hypothesis Two
- H0: Teachers’ professional qualification is not a determinant of academic performance in Chemistry
- H1: Teachers’ professional qualification is a determinant of academic performance in Chemistry
Hypothesis Three
- H0: Teaching experience is not a determinant of academic performance in Chemistry
- H1: Teaching experience is a determinant of academic performance in Chemistry
Hypothesis Four
- H0: Teachers exposure on-the-job training is not a determinant of academic performance in Chemistry.
- H1: Teachers exposure on-the-job training is a determinant of academic performance in Chemistry.
1.7 Significance of Study
The result of this study would furnish educational policy makers and planners with relevant and up-to-date information on the effect of teachers qualification and teacher Experience on the academic performance of chemistry students.
The study will further determine whether more qualified and experienced science teachers should be recruited as this will aid the use of more material resources that promotes good academic excellent in secondary school.
The research will contribute immensely to the entire nation as it will provide a framework upon which local and state government will address the problems of students in Chemistry via the teachers’ qualification in Ethiope East Local Government Area in particular and country as a whole. It will also enable individual mostly in Ethiope East Local Government Area to know the interrelation between student’s performance and teacher’s qualifications.
It will also look into how every teacher should display good ethics required of a professional teacher. In addition, it will give an insight into skills acquired by teachers and their ability to make use of the available resources.
The findings from the study will also benefit those in charge of recruitment, placement and management of teaching personnel as well as their continuous development in the respective secondary education.
Also, the findings will be of value in terms of monitoring assessment in connection with accountability or reading of standards, assessment of teachers for professional improvement, determining teachers’ fitness for promotion as well as for refining professional classroom practices.
This study will be of immense benefit to other researchers who intend to know more on this study and can also be used by non-researchers to build more on their research work. This study contributes to knowledge and could serve as a guide for other study.
1.8 Scope of Study
The scope of the research is focused on the Effect of Qualification of Chemistry Teacher on the Performance of Secondary School Student in External Examination using Ethiope East Local Government Area of Delta State as a case study.
1.9 Limitations of the Study
During the course of this study, many things militated against its completion, some of which are:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Establishment Policies: Establishment policies posed a serious limitation as most staffs are not ready to release information needed for this project work. There were lots of information needed from the staffs of this establishment to enhance the study which took them time to release or they did not release at all for security purposes, hence the scope was reduced.
- Research material: availability of research material is a major setback to the scope of the study.
- Frequent power failure: This made the researcher append more money on fuel to ensure sustainable power.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
1.10 Definition of Terms
The following under listed are explained the way they are used in the context of the study.
Chemistry: Chemistry is the scientific study of the properties and behavior of matter. It is a natural science that covers the elements that make up matter to the compounds composed of atoms, molecules and ions
Students’ Academic Performance: the level of response of learners to evaluation by teachers on the particular subject at a particular time.
