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TEACHER’S
QUALITY ON PERFORMANCE OF JUNIOR SECONDARY SCHOOL STUDENTS IN INTEGRATED
SCIENCE
ABSTRACT
Teaching
quality is about providing the training, mentoring coaching and professional
development that nurtures teachers’ development and success. It is also about
the relationship between the teachers, family and student. A relationship and
environment that must be vibrant for students of all backgrounds.
The study
found out the effect of teacher quality on students performance in integrated
science in junior secondary schools in Egor local government area of Edo State.
The study employed a survey method of study. Four research questions were raised
and answered in the study. The subjects for the study were twenty-four (24)
teachers randomly selected from eight (8) junior secondary school who teach
integrated science. A questionnaire was used for data collection. The data was
analyzed using simple frequency and percentages. The findings showed that
although there are very many qualified integrated science teachers in the
school sampled; but the schools lacked integrated science laboratory and
teaching materials.
Therefore,
there is the urgent need for government and other stake holder in the
educational sector to address these area of lack in our school system.
CHAPTER ONE
INTRODUCTION
Background
To The Study
Teachers’
quality has been the focus of considerable debated worldwide since the middle
of 20th century. Riovkin, Hanushek and Kain (1998), demonstrated in a study
that the influence of teachers’ quality on students achievement is many times
greater than any other commonly observed variable such as home-background,
conducive class environment, etc.
Teachers’
quality is a topic with high priority. Teacher qualities differ considerably,
between countries and also between states. The National Policy on Education,
(Federal Republic of Nigeria, Revised 2004) while stressing the importance of
teacher quality in curriculum implementation noted that no nation’s educational
system can rise above the quality of her teachers. Teachers are central to any
consideration of schools and majority of educational policy focus directly or
indirectly on the role of teachers. Moreover, parents, teachers and
administrators emphasize repeatedly the fundamental role that teachers play in
comparison to other determinant’s of academic performance. Teachers play in
comparison to other determinant’s of academic performance. Teachers are
important in any educational system because the quality of teachers in any
educational system determines to a great extent the quality of the system itself.
For many
years, educators and researchers have debated which school variables influence
student achievement. As policy makers become more involved in school reform,
this question takes on new importance since their initiatives rely on presumed
relationship between various educational related factors like class size,
teacher quality, school size, etc. Peter (1997), stated that “quality is the
basic indispensable feature of a thing”. For example the characteristics of
high quality science teachers relates to those attributes that enhances the
fitness and efficiency of that teacher in performing the duties that are
associated with science education.
Teacher
quality is an important educational topic among policy makes, educational
leaders, teacher education institution and those interested in (improving
public education. It is a pivotal policy issue in education reform and American
Council on Education (1999) stated “quality of the teacher is the key to
improved student performance regardless of the condition of the schools, the
affluence of the child, the nature of the community, or any other element in
the lives or educational environment of school children”. Quality teachers are
those who use a wide variety of instructional methods, experiences, assignments
and materials to ensure that children are achieving a variety of cognitive
objectives. Well-prepared highly qualified teachers are essential if we are to
ensure that our student achieve the high standards necessary for them to live
fulfilling lives and become productive students.
Teacher
quality was defined by Ingersoll (1996) as a measure of teacher qualification,
teaching practices, teacher certification, teacher experience and teaching
preparations. Teacher qualification includes such components as content
knowledge pedagogical knowledge, teaching credentials and verbal abilities.
Shulman (1987) identified seven (7) areas of professional for quality teaching
which are academic subject, knowledge of teaching strategies, knowledge of
student’s characteristics and cultural background, knowledge of curriculum
materials and programs, knowledge of teaching environment, subject specific
knowledge of teaching strategies and knowledge of the goals and purposes of
teaching. Salvin (2003) emphasized that a good quality teacher must know
his/her subject matter very well and how to motivate children. He must also
know how to use class time effectively, and how to respond to individual
differences.
An
integrated science teacher should endeavour to acquire adequate knowledge which
will enable him teach any aspect of the content of the integrated science
programme and for the integrated science teacher to be useful in the class he
needs to continuously update himself both in the content and method of teaching
integrated science
Quality
teachers know their subject and possess the verbal ability to transfer
knowledge to their students. They are intentional teachers who are constantly
examining and upgrading their own teaching practices, through attending
professional seminars and conferences. Reynolds (1995) found that good teachers
possess the ability to carry out all the tasks involved in effective
instruction. Quality teachers are thinkers, who understand the development
levels and needs of their children, who continually experiment with strategies
to solve problems of instruction and who are trained to use differentiated
instruction that recognizes individual differences.
Gregorian
(2001) stressed that one of the most fundamental complain of poor quality
teaching in schools to day can be attributed to teachers preservice learning.
Darling-Hammond clung and Fre low (2002) concluded that quality teacher
preparation programs play a critical role in preparing quality teachers. Geo
(2007), also discerned the following two key teacher qualification variables
that, across studies, are consistently shown to produce strong, positive
effects on student learning which are (i) Teacher’s knowledge of subject
matter; he explained this using mathematics by saying that teachers with
stronger mathematics knowledge produce better students achievement in
mathematics compared with less knowledgable teachers. (ii) Teacher’s level of
experience matters. He explained this by saying that after five years of
experience years of experience.
Statement Of
Problem.
According to
what I have heard and experienced, there is critical shortage of qualified
teachers throughout the country. This has forced many states to employ people
who do not meet the requirement of a qualified teacher, that is, they have not
demonstrated subject matter competence. They do not have formal training as
teachers and many do not have prior experience of teaching. Many secondary
schools have significantly higher teacher vacancy rate but teacher transfers
out to other profession in greater numbers.
In my senior
secondary school three (SS3), I had a physics teachers who just graduated from
university as a chemical engineer two( 2) years before he was employed in my
school. According to the physics teacher, this was his first time of teaching.
The physics teacher from my observation as a student did not have a good
knowledge of subject matter and his method of teaching was good enough. This
reflected on the performance of the senior secondary three (SS3) students in
physics when their WAEC (West African Examination Council) result was out. The
performance was poor.
This study
will seek to assess how teacher quality affects student’s academic performance
in integrated science
Research
Questions
The
following research questions are raised to guide the researcher in this study
on teacher’s quality on performance of junior secondary school students in
integrated science in Egor Local Government Area, Edo State.
Does the
method of teaching adopted by the teachers affect student’s academic
achievement in integrated science?
How does
instructional materials employed by the teachers influence students achievement
in integrated science?
Does the
qualification of integrated science teachers affect the performance of
students?
Does the
experience of integrated science teachers in the secondary school affect
performance of students in the subject?
The Scope Of
Study
This study
is restricted to Egor Local Government Area of Edo State and it will focus on
integrated science teachers of the local government. Due to shortage of time,
the research will not be able to carryout the study in the entire state.
Limitation
Of The Study
The
following are limitations encountered by the researcher during the study, these
includes inadequate finance of the researcher, limited time for the study,
inexperience of the researcher in research studies and difficulty in finding
reliable and adequate data/information for the study.
Significance
of Study
It is hoped
that this study will advance teacher quality for effective achievement in
students. This study will no doubt contribute immensely and meaningfully
towards improving teacher quality and also help attend to other unfavourable
working conditions which affect teachers, schools and students as a result of
decrease in quality and number of teacher’s.
This study
will assist the federal, state government, Head teachers, and principals of
schools to see the need for improvement of teacher quality in order to boost
the academic performance of students.
Definition
of Concepts
Subject
matter knowledge: It refers to the extent to which the teacher exhibits and
demonstrates a comprehension of purpose and ideas within the discipline.
Pedagogical
Knowledge: In this work, it is used as teacher knowledge of subject matter
(content) and general knowledge of the instructional methods or teaching
methods in which teacher use to effect learning in classroom.
Experienced
Teachers: Trained instructors who must have practiced in the field for at least
five (5) years after graduation.
Qualified
Teacher:- One who has acquired professional competence as a teacher in any
University or College of Education or obtained bachelor degree in education or
Nigeria certificate of Education in integrated science, physics, chemistry or
biology .
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