ABSTRACT
This research study which focused on finding the influence of teachers’ professional training on students’ academic achievement was limited in one secondary school “Modern Idea College” (MIC), Enugu as the area of the study where the entire senior secondary school III were the target population from which a sample of 60 participants (students) were randomly selected, splint into two group (experimental and control group), thereafter, each group was treated with teaching in two subjects (English Language and Mathematics). These two subjects were taught to each group evenly but while the experimental group was taught by professionally trained teachers, the control group was under unprofessionally trained teachers (quacks). A standardized (NECO) achievement test was administered to the two groups at the same time after four weeks lesion period (treatment). The scores form these two groups were compared and finally subjected to a test of significant (independent t-test). The result of the comparison indicated a wide different in the groups academic achievement and gave ground for the researcher to reject his original null hypothesis and accept the alternative which stated that “there will be a significant difference between the score of the two groups. The significant influence of the independent variable (professional and unprofessional) on the dependent variable (academic achievement) of the study was determined by a t-result which disproved the second null hypothesis and granted acceptability to its alternative which advocated that the academic achievement of learners will be influenced by their teacher’s level of professional training significantly”. To this, the researcher was able to establish that level of teacher’s professional training goes a long way in determining the learning quality of the learners.
CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
In every society of the world, irrespective of cultural differences and geographical demarcations, the need to socialize the young members of the society equip them with the knowledge, skills and attitude that empower them to contribute towards the realization of the society’s set goals is deemed prior.
In recognition of this fact, every society strives for institutionalization of socializing agents ranging form the families, churches, schools to many other legalized bodies designated with the responsibilities of ensuring the creation and maintenance of this dependable transformation of behaviour to a worthwhile type in the youths.
Of all the functional institutions of socialization the school is central. This is probably because it creates and controls the behaviors of other agents of socialization by selecting and impacting in them the designed and functional behaviour as dictated by the philosophical and cultural values of the society in question.
The above premises therefore lend credence to admit that every nations scientific and technological development, economic and political securities and actualization o general goals and objectives as well world recognition are heavily anchored on the nation’s formal education system.
Since the departure of the colonial masters, Nigeria in particular and other developing countries in general suffer relating, a significant shortfall in the standard of education when the academic achievements of their student are measured against expectations. Government in her attempts to address this issue has, through various National Curriculum Conferences and National Policies of Education (NPE), created, some educational system like: 6-3-3-4 system which was outcome of 1969 National Curriculum Conference followed by Universal Primary Education (UPE) and Universal Basic Education (UBE/ Basic 9) all in quest to meet National goals through education (Fafuruwa 2004).