TEACHERS SKILLS AND EXPOSURE ON THE ACADEMIC
PERFORMANCE OF STUDENTS
CHAPTER
ONE
1.0
INTRODUCTION
1.1
BACKGROUND OF STUDY
It
is no doubt that good skills gives you the edge you need to be ahead in our
society today. But exposure develop you morally and academically. The level of
exposure of secondary school teachers vary from school to school.
This
variation in the quality of teachers in the school might be as a result of the
financial strength of the school.
Practically
most expensive schools do better than the smaller ones in terms of academic
performance of the students because of the quality of teachers they have. A
school that is well equiped financially will have the money to pay for higher
grade teacher with great experience in the academic field.
The
level of experience plays a vital role on the students- teacher relationship.
An exposed teacher understands the behavioural pattern of virtually their
students.
History
has it that in most of the inter-school compititions and other scholarship
exams the schools withn higher grades of teachers with sound experience always
do better than the mushroom schools in Nigeria.
Most
students tends to model their best teachers, you could imagine in a school
where the teachers are not good enough; how can they manage and mentor the
students?
The
level of exposure of the teachers in most of the secondary schools in Nigeria
tends to help students performance in their academics.
1.2 STATEMENT OF
PROBLEM
The
performance of students in most secondary school tends to be very poor; reason
being because of the level of experienced teachers in the schools. Most schools
wish for an experienced teacher but because the can not spend more than what
they earn, they can not go for teachers of higher exposure and level of acadmic
qualification; they end up recruiting the group of teachers that they can pay
little to work. Most parents want the best for their children but because of the
level of their income they could not send their children to these big schools
with teacher with higher level of exposure.
Parents
sending their children to lower schools is economical but has a negative effect
on the academic performance of the students.
1.3 RESEARCH QUESTION
1.
What are the influence of exposure on the teachers ability to carryout their
duty deligently?
2.
Does the level of exposure of the teachers have significant effect on the
academic performance of the students?
3.
In what other ways can the federal government of Nigeria assist the mushroom
schools towards getting experienced teachers?
4.
Does the level of exposure of the teachers have significant effect on the
student-teacher relationship?
5.
What are the various measures to be taken by most of the mush room schools towards
getting an experienced teacher?
6.
Why does some students in the better schools with experienced teachers still
perform poorly academically?
1.4 RESEARCH
HYPOTHESIS
H0:
There is no significant relationship between the level of exposure of teacher and
the acadmic performance of students in secondary schools.
H1:
There is significant relationship between the level of exposure of teacher and
the acadmic performance of students in secondary schools.
H0:
The level skills and exposure of teachers does not have significant impact on
the academic performance of students.
H1:
The level skills and exposure of teachers have significant impact on the
academic performance of students.
H0:
there is no mean differences in gender responses of the respondents that the
level of exposure and skills of teachers have significant impact.
H1:
there is mean differences in gender responses of the respondents that the level
of exposure and skills of teachers have significant impact.
1.5 AIMS AND
OBJECTIVES OF STUDY
The
aims and objectives of the research work is to determine:
1.
The influence of exposure on the teachers ability to carryout their duties
deligently.
2.
If the level of exposure of the teachers have significant effect on the
academic performance of the students.
3.
Other ways the federal government of Nigeria can assist the mushroom schools
towards getting experienced teachers.
4.
If the level of exposure of the teachers have significant effect on the
student-teacher relationship.
5.
The various measures to be taken by most of the mush room schools towards
getting an experienced teacher.
6.
The reason why some students in the better schools with experienced teachers still
perform poorly academically.
1.6 SIGNIFICANCE OF
STUDY
The
research work will give in details the impact of skills teachers on the
academic performance of students in secondary schools, it will reveal also the
how the level of exposure of teachers help to improve the academic performance
of students. The research work will explain also in details the relationship
between skilled teachers and the level of acdemic performance of students.
By
the end of this research work we shall also understand perfectly the role of
the federal government of Nigeria towards bringing skilled and experience
teachers to some of the mush room schools in Nigeria.
1.7 SCOPE OF STUDY
The
study is only concern in determining the impact of the level of exposure of
teachers on the academic performance of students in secondary schools. The
study will discuss some of the federal government policy towards towards
bringing skilled teachers to some of the mush room schools in Nigeria.
1.8 LIMITATION OF
STUDY
FINANCIAL CONSTRAINTS:
Due to insufficent funds the researcher was unable to visit more schools for
the distribution of the research questionnaires, but the researcher was able to
distribute the questionnaires to a good number of schools.
TIME CONSTRAINTS:
due to the nature of the roads to some of these schools, the researchers was
delayed for some hours before getting to these schools. But the researcher was
able to still meet up with time duration for the research work.
1.9 METHODOLOGY
SUMMARY
The
researh work will make use of primary data for the purpose of the analysis
through the distribution of research questionnaires to some of the secondary
schools. The research work will apply the chi-square, correlation and the
paired sample t-test for the purpose of the analysis with a sample size of 200.
REFERENCES
Arbuckle,
J.L. (1997). Amos usersí guide (Version 3.6). Chicago: Small Waters
Corporation. Austin, G.R., & Garber, H. (Eds.). 1985. Research on exemplary
schools. New York: Academic Press. Brookover, W., Beady, C., Flood, P.,
Schweitzer, J., & Wisenbaker, J. (1979). School social systems and student
achievement: Schools can make a difference. Brooklyn, NY: J.F. Bergin. Bryk,
A.S., & Raudenbush, S.W. (1992). Hierarchical linear models: Applications
and data analysis methods. Newbury Park, CA: Sage Publications. Chubb, J.,
& Moe, T. (1990). Politics, markets and Americaís schools. Washington, DC:
The Brookings Institution. Cohen, D.K., & Hill, H.C. (2000). Instructional
policy and classroom performance: The mathematics reform in California.
Teachers College Record, 102(2), 294ñ343. Coleman, J.S., Campbell, E.Q., Hobson,
C.J., McPartland, J., Mood, A.M., Weinfeld, F.D., & York. R.L. (1966).
Equality of educational opportunity. Washington, DC: U.S. Government Printing
Office. Edmonds, R. (1979). Effective schools for the urban poor. Educational
Leadership, 37(1), 15-24. Ehrenberg, R.G., & Brewer, D.J. (1995). Did
teachersí verbal ability and race matter in the 1960s? Coleman revisited.
Economics of Education Review, 14(1), 1ñ21. Ferguson, R.F. (1991). Paying for
public education: New evidence on how and why money matters. Harvard Journal of
Legislation, 28(2), 465ñ498.