1.1 Introduction
Education is widely regarded as the cornerstone of national development, and science education, in particular, is critical for technological advancement and innovation (Adu et al., 2018). Basic/Integrated Science refers to a structured program of study designed to introduce students at the lower secondary level to fundamental scientific concepts, principles, and practical skills (Okeke, 2020). The effectiveness of science education is influenced by multiple factors, among which teachers' qualifications and the school environment are pivotal.
Teachers' qualifications refer to the academic credentials, professional training, and pedagogical competence possessed by educators, which directly affect their ability to deliver content effectively and engage students in learning (Nwafor, 2021). Studies have shown that students taught by highly qualified teachers demonstrate better understanding of scientific concepts and perform significantly higher in examinations compared to those taught by less qualified teachers (Adu et al., 2018).
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, limitation of the study and definition of terms.
1.2 Background of Study
Over the decades, attention has been drawn to the critical role of teachers in achieving quality science education. According to Nwafor (2021), the quality of teachers measured in terms of academic qualifications, professional training, and experience has historically been linked to students' academic performance. He reported that during the 1970s and 1980s, a shortage of qualified science teachers led to widespread underperformance in secondary school science examinations, which prompted government interventions in teacher training programs. Similarly, Adu et al. (2018) asserted that initiatives such as specialized science education degrees and in-service teacher training were designed to enhance teachers' pedagogical competencies and content mastery (Adu et al., 2018).
Science education, as a formal discipline, emerged in response to the need for technological advancement, industrialization, and the development of scientific literacy among students (Adu et al., 2018). In Nigeria, the introduction of Basic Science at the lower secondary level was formalized in the 1960s as part of national efforts to provide a broad-based education that integrates theoretical knowledge with practical skills (Okeke, 2020). Education is a vital tool for national development, and the teaching and learning of science play a significant role in fostering technological innovation and problem-solving skills (Adu et al., 2018). Basic/Integrated Science, as an essential component of lower secondary education, exposes students to foundational concepts across biology, chemistry, physics, and earth science, promoting scientific literacy and practical competence (Okeke, 2020). The effectiveness of teaching this subject is influenced by both human and material resources, particularly teachers' qualifications and the school environment.
According to Nwafor (2021), teachers' qualifications significantly affect students' academic performance. He reported that educators with higher educational credentials and specialized pedagogical training are more capable of delivering complex scientific concepts effectively. Similarly, Adu et al. (2018) asserted that the level of teachers' professional competence directly correlates with students' understanding and retention of scientific knowledge. Teachers who possess relevant academic qualifications and continuous professional development are better equipped to employ instructional strategies that stimulate students' interest and participation in science lessons.
Ojo (2019) stated that well-equipped classrooms, functional laboratories, access to teaching aids, and a supportive learning atmosphere contribute significantly to improved student performance. He affirmed that inadequate facilities, overcrowded classrooms, and lack of instructional resources limit practical exposure and negatively affect students' mastery of scientific concepts. Similarly, Okeke (2020) contended that the synergy between qualified teachers and a conducive school environment is essential for optimal academic performance in Basic/Integrated Science. Furthermore, the interplay between teachers' qualifications and school environment underscores the complexity of factors influencing students' academic outcomes. Conversely, even a well-resourced school cannot achieve desired academic results if teachers lack professional competence (Nwafor, 2021). This study is set against the backdrop of the need to evaluate how teachers' qualifications and the school environment collectively affect students' academic achievement in Basic/Integrated Science.
1.3 Statement of Problems
Investigation revealed that the performance of students in Basic/Integrated Science has continued to be a major concern for educators and policymakers in Nigeria. One of the critical factors influencing student achievement is the qualification of teachers. Studies indicate that teachers with higher educational qualifications possess better content knowledge and pedagogical skills, which is essential for effective delivery of scientific concepts (Adu et al., 2018). In many public schools, however, the shortage of highly qualified teachers leads to gaps in students' understanding, resulting in poor performance in examinations (Okeke, 2020).
Furthermore, the school environment plays a significant role in shaping students' learning outcomes. A conducive environment, which includes well-equipped laboratories, adequate classroom space, teaching aids, and a supportive learning atmosphere, is fundamental for practical and theoretical science instruction (Ojo, 2019). It is against this backdrop that this study seeks to investigate the effect of teachers' qualification and school environment on students' performance in Basic/Integrated Science.
1.4 Aim and Objectives of Study
The aim of this study is to investigate the relationship between teachers' qualifications, school environment, and students' academic performance in Basic/Integrated Science.
The specific objectives of the study are to:
- Determine the influence of teachers' qualifications on students' performance in Basic/Integrated Science.
- Assess the effect of the school environment on students' performance in Basic/Integrated Science.
- Examine the combined impact of teachers' qualifications and school environment on students' academic achievement.
- Identify the challenges faced by schools in providing a conducive learning environment for science education.
1.5 Research Questions
Based on the stated objectives, this study seeks to answer the following research questions:
- To what extent do teachers' qualifications influence students' performance in Basic/Integrated Science?
- How does the school environment affect students' performance in Basic/Integrated Science?
- What is the combined effect of teachers' qualifications and school environment on students' academic achievement?
- What challenges hinder schools from providing a conducive learning environment for science education?
1.6 Research Hypothesis
Based on the stated objectives, the research study formulates the following hypotheses:
Hypothesis One
- H0: Teachers' qualifications and school environment have no significant effect on students' performance in Basic/Integrated Science.
- H1: Teachers' qualifications and school environment have a significant effect on students' performance in Basic/Integrated Science.
Hypothesis Two
- H0: School environment does not significantly affect students' performance in Basic/Integrated Science
- H1: School environment significantly affects students' performance in Basic/Integrated Science
Hypothesis Three
- H0: The combined effect of teachers' qualifications and school environment does not significantly affect students' academic achievement in Basic/Integrated Science.
- H1: The combined effect of teachers' qualifications and school environment significantly affects students' academic achievement in Basic/Integrated Science.
1.7 Significance of Study
It is believed that at the completion of the study, the findings will assist school administrators and education authorities in identifying the critical elements of the school environment that support optimal learning. In addition, this research will contribute to academic research in science education and serve as a guide for schools aiming to improve students' academic outcomes.
Furthermore, the study will contribute to curriculum planners and educational researchers by providing empirical evidence on the combined effect of teachers' qualifications and school environment on students' performance.
Lastly, the study will benefit students by fostering improved teaching practices and learning environments, which will enhance their comprehension, interest, and performance in Basic/Integrated Science.
1.8 Scope of Study
The scope of this research is focused on the effect of teachers' qualification and school environment on students performance in basic / integrated science. The study will cover public secondary schools in Lagos State, Nigeria.
1.9 Limitations of the Study
A study of this nature is bound to experience certain problems as such the constraints imposed on the research include:
- Time Constraints: A study of this nature needs relatively long time during which information for accurate or at least near accurate inference could be drawn. The period of the study was short, time posed as constraints to the research.
- Financial Constraints: The research would have extended the survey to other area at the empirical level, but limitation as included cost of transportation to the source of material and the cost of time setting of the already completed work.
- Lack of Cooperation: Many of the respondents are usually aggressive on issue that border cooperation among the respondents border.
- Response Bias: The study will involve surveys and interviews with cooperative managers and members. Response bias may occur if respondents provide socially desirable answers or if there is reluctance to disclose negative financial information due to privacy concerns or fear of repercussions.
1.10 Definition of Terms
Teachers' Qualification: This refers to the academic credentials, professional training, and pedagogical competence possessed by teachers, which influence their ability to deliver effective science instruction (Adu et al., 2018).
School Environment: Refers to the physical, social, and instructional conditions in which teaching and learning occur, including classrooms, laboratories, teaching aids, and overall learning atmosphere (Ojo, 2019).
Students' Performance: The measurable academic achievement of students in Basic/Integrated Science, often assessed through examinations, class tests, and practical assessments (Okeke, 2020).
Basic/Integrated Science: A foundational science curriculum for lower secondary students that integrates concepts from biology, chemistry, physics, and earth science to promote scientific literacy and problem-solving skills (Nwafor, 2021).
Academic Achievement: Refers to the level of understanding, knowledge retention, and practical application of scientific concepts demonstrated by students in their academic tasks and examinations (Adu et al., 2018).
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