Saturday, 13 December 2014

THE INFLUENCE OF TEACHERS’ FACTOR ON STUDENTS’ ACADEMIC PERFORMANCE PROJECT CODE: BED EDM001

THE INFLUENCE OF TEACHERS’ FACTOR ON STUDENTS’ ACADEMIC PERFORMANCE


A BSC RESEARCH PROJECT



DEPARTMENT OF EDUCATION MANAGEMENT


2014
CHAPTER ONE
INTRODUCTION
1.1            Background to the Study
According to Abott (1994) the quality of any educational system is dependent on the quality of its teachers. Teachers play a vital role in student’s academic performance. Oshunkoya (2008), if educational goal are to be achieved, there is the need for teachers to be involved in decision making process and in the development of curriculum contents. They should also be recognized and involved in other school-based governance activities. According to Ajayi (2007) the buildings, facilities and programmes designed for educating the pupil will be to n o avail if the teachers are of a poor quality. The teacher is the most important resource in the education function for it is the teacher that decides to set the teaching-learning environment in a way that will enhance student’s learning.
Ogunsaju (2006) emphasizes that the ministry of education demand a very high measure of loyalty, dedication, hardwork and commitment from its teachers. High motivation enhances productivity hence, the teachers pay, benefits and supportive working conditions should be taken into consideration because these affect their career decision and improvement of educational system. In order to make teaching and learning effective teachers should be well motivated in order to achieve high students’ performance.
According to Ajayi (1984) for any educational organization to sustain itself over a period of time and for efficiency and effectiveness to be maintained, it must be concerned with attracting and retaining it’s teachers and ensure the faithful performance of their duties. Adeyanju (2011) states then the decline of educational sector or system is as a result of factors ranging from the shortage of all teaching resources to proper motivation of teachers. Teachers are unhappy, dissatisfied and unmotivated and this has in no doubt translated into students’ low morale and in turn hamper their academic performance.
Performance of students in Nigeria educational system has remained the main source of information about students’ academic performance in secondary schools. Using the information gathered from this source, various observes usually comment that the standard of education or students’ academic performance in Nigeria is continuously falling every year (Falojayi; 1998). A cursory look at the senior secondary school certificate examination in the last five years shows a gradual decline in students’ academic performance many people have wondered what would be responsible for this, Durotoye (2006).
1.2     Statement of the Problem
            The inability to achieve high academic performance on the part of students has made philanthropist, stakeholders, parents and the government to have serious concern for students’ academic performance. Students’ inability to perform very well in public examination will jeopardize the educational system in Nigeria. Tenibiade (2009) and Deminiwei (2009) also note that despite all the efforts of the stakeholders in educational to revamp the quality of teaching personnel, the poor academic achievement of students’ keep increasing by years and this would lead to shortage of professionals in various field. This study is thus designed to examine the influence of teachers’ factor on students’ academic performance.

1.3            Research Question
1.      Is there any significant influence of teachers’ age on students’ academic performance?
2.      Is there any significant influence of teachers’ sex on students’ academic performance?
3.      Is there any significant influence of teachers’ qualification on students’ academic performance?
4.      To what extent can the teachers’ age, sex, experience and qualifications relate to students’ academic performance in secondary school?

1.4     Purpose of the Study
            The purpose of the study is to investigate the influence of teacher factors on students’ academic performance in secondary school in Ijebu-Ode Ogun State. The purpose would also pin-point the relative effect of those factors on students’ academic achievement.

1.5     Scope of the Study
            The study covered public secondary schools and teachers in Ijebu-Ode Local Government Area of Ogun State. The study will consider the age, sex, qualifications and experience of the teachers out of various teacher factors. This research will also focus on five secondary schools in Ijebu-Ode Local Government Area out of all the 56 secondary schools in Ijebu-Ode.



1.6            Significance of the Study
This research work would be at great importance to teachers, principals, educational policy makers, curriculum developers, students and the entire society at large. It will have a unique advantage of providing the curriculum developers, educational administrates and government with the knowledge of teachers’ variables that are related to students’ academic performance for the purpose of enhancing improvement in our educational system.
The result of the study will enable teachers appreciate the need for further studying in education and other personal development which will enhance the improvement of the quality of education. The study will also help to educate various governments on how to structure benefits and working conditions of teachers to meet their basic needs of life and also enhance students’ academic performance in order to ascertain high productivity and activities in our secondary schools.

1.7            Operational Definition of Terms
Teacher factor: These refer to some variables that are inherent in teachers which include age, sex, experience and academic qualifications.
Students’ Academic Performance: This is the score of students in a given test in year 2011/2012.

Secondary school: is the post primary school education received by pupils from age 11years old to 16years of age and it’s given before tertiary education.

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