Documente Academic
Documente Profesional
Documente Cultură
BY
DECEMBER, 2019
i
DECLARATION
I hereby declare that this research work was carried out by me. It has not been presented in any
previous application for a higher degree of this or any other Institution. All citations and sources
………………………………… ………………………
OGUNSOLA, Victoria O. Date
ii
APPROVAL PAGE
This is to certify that this project was carried out by OGUNSOLA Victoria Oluwasayo, and it
has been read, approved and meets the requirement for the award of Professional Diploma in
Education (PDE) at Federal College of Education, Osiele, Abeokuta and is approved for its
………………………………. …………………………
Mr. Ibikunle, G. O. Date
Project Supervisor
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DEDICATION
This work is dedicated to God Almighty the giver of knowledge and also to my husband and
beautiful children.
iv
ACKNOWLEDGMENT
I give all glory to God Almighty for the grace to finish strong. The race seemed so long with no
I recognize the fatherly support of my able Supervisor – Mr. Ibikunle G. O. – who is instrumental
to the success of this research work. His contribution, criticism, correction and guidance proved
so invaluable and made this work to be thorough. I can only call him a guardian angel.
I also appreciate my colleagues in the programme, my Pastor – Pastor Michael Ameen – for his
prayer and encouragement, my Parents – Pastor and Mrs S. A. Taiwo – for their prayers, words of
encouragement and moral support. I will not forget my siblings – Bolanle, David and Gideon, and
also my in-laws (Pastor E. A. Ogunsola, Mrs. V. O. Ogunsola, Miss. Tope Ogunsola and Miss.
My appreciation will not be complete if I fail to mention my husband – Mr. Yemi Ogunsola (ACA)
who gave me the impetus to embark on this journey and encouraged me in all ways possible. He
was my research partner and assistant and had to do the typing of this project. He had to learn
SPSS so that the statistical analysis in the research work could be done. To my children, Miss
Ileri-Ife Ogunsola, Master Ade-Ife Ogunsola and my little boy, Master Ebun-Ife Ogunsola, I owe
a lot. My write-up will not be complete if I do not thank Ebun-Ife who was in the womb when I
started this programme for holding on till I concluded my first semester examinations before
coming forth the very next day – indeed, you are Òmòwé.
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ABSTRACT
This study was carried out to determine the effect of qualification of Biology teachers on the
academic performance of Senior Secondary School students in some public secondary schools in
Odeda Local Government Area of Ogun State. The research population was 461 SS1 and SS2
Biology students and their 8 Biology Teachers. The multi-stage sampling procedure was used in
selecting the respondents. Teacher data was collected using questionnaire while student results
were recorded as secondary data. Descriptive statistical techniques such as frequency tables and
percentages were employed in analyzing the questionnaire while inferential statistic t-test was
used to test the hypotheses. The Statistical Package for Social Sciences (version 20) was used to
analyze data. The findings of the study revealed that teacher qualification and professionalism
have no significance in the performance of students in Biology. In addition, specialization does
not have a positive impact on the performance of Biology students rather other factors not part of
this research work tends to. Based on these findings Government is encouraged to intervene in the
areas of funding and provision of adequate modern teaching and learning infrastructure while
Non-Governmental Organizations should support the government. On a final note, proper
motivation for teachers and constant training and re-training is encouraged.
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TABLE OF CONTENTS
DECLARATION ii
DEDICATION iv
ACKNOWLEDGMENT v
ABSTRACT vi
LIST OF TABLES ix
CHAPTER ONE 1
1.0 INTRODUCTION 1
CHAPTER TWO 5
CHAPTER THREE 29
CHAPTER FOUR 32
4.1 INTRODUCTION 32
CHAPTER FIVE 38
5.1 INTRODUCTION 38
5.4 RECOMMENDATIONS 40
REFERENCES 41
APPENDIX 47
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LIST OF TABLES
Table 4.2c: Registration with the Teachers’ Registration Council of Nigeria (TRCN)
Table 4.4 T-Test showing performance of students taught by Qualified and Unqualified
Teachers
Table 4.5 T-Test showing performance of students taught by Professional and Non-
Professional Teachers
Table 4.6 T-Test showing performance of students taught by Specialist and Non-Specialist
Teachers
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CHAPTER ONE
1.0 INTRODUCTION
Science is a vital enterprise which nations depend on, in order to move forward technologically.
Science therefore is receiving much attention in education because of its significance and
relevance to life and society. Science is both a process (scientific method) and a product
(knowledge, fact and principles) (Ezeh 2013). Biology as a science subject plays a major role
in science especially in the area of medicine and related discipline and its roles cannot be over
emphasized. Hence, Biology is one the science subjects one must pass so as to qualify to offer
some science courses at tertiary level of education. However, it is so painful and disheartening
that despite the vital role and much emphasis being laid on Biology, students at Senior
secondary school level of education are still performing woefully in this subject, and this has
been a great concern to educationists, most especially those in the field of science. This has
been attributed to myriad of factors such as the attitude of students towards their studies, poor
parenting, lack of instructional materials, lack of infrastructures, and most especially lack of
certified and qualified teachers (Bassey 2005). All these factors result to poor performances
The major roles of teachers in students’ achievement cannot be overlooked. The progressive
decline in secondary school students’ academic performance has raised a lot of questions as
regards Nigeria’s educational system, of which qualities of teachers are key factor. Agusibo
(2008) however, observed that the absence of qualified teachers to teach Biology contributes
greatly to the poor performance of students in Biology, and this is corroborated by the West
African Examination Council report on Biology. It is so clear that most teachers teaching this
1
subject (Biology) are not certified by the Teachers’ Registration Council of Nigeria (TRCN).
The professional qualifications required of any teacher in Nigeria are NCE, B. Sc, B. Ed or
PDGE. This study is carried out to ascertain the effect of qualification of teachers on the
Schools
in Biology
• To establish the differences between students taught by qualified teachers and those
1.4 HYPOTHESES
Ho1: There is no significant difference in the performance of secondary school Biology students
Ho2: There is no significant difference in the performance of secondary school Biology students
Ho3: There is no significant difference in the performance of secondary school Biology students
2
1.5 SIGNIFICANCE OF THE STUDY
The findings from this study will broaden knowledge, stir up interest in Biology and also
improve the teaching skills of teachers in various Senior Secondary Schools in the study area
and Nigeria at large. Hopefully, findings from this study will build up a proper link between
Government and basic qualities needed for teacher’s effectiveness in teaching this subject
At large, this study will be useful for Students, Teachers, Educational Administrators,
The study will be limited to the effect of qualified Biology teachers on the academic
Area of Ogun State. It will be conducted in Odeda Local Government Secondary Schools, the
Local Government is located in South-west geo-political zone of Nigeria and it is one of the
Biology: This is one of the Science subjects taught in Senior Secondary Schools in Nigeria.
Biology Teacher: This is a teacher who teaches Biology in a Senior Secondary School.
Teacher’s qualification: This is all the skill a teacher requires to teach effectively. Such skills
include formal education, experience, subject matter knowledge, pedagogy studies, duration of
3
The degree of mastery of Biology skills, the teaching techniques and method used, the teacher’s
attitude towards the learners and the ability to identify student’s need of each stages of Biology.
Academic Performance: this is the extent to which a student, teacher or institution has
achieved their short or long-term educational goals (Wikipedia, 2019). It also refers to
(1995), academic performance of students is typically assessed by the use of teacher’s ratings,
Senior Secondary School: In Nigeria’s 6-3-3-4 Educational System, the Senior Secondary
level of Education is the second “3”. It is the stage after the post-basic level of education and
the successful completion of this level remains the pre-requisite for transiting to Tertiary
Institution.
4
CHAPTER TWO
Today, there is much emphasis on teaching of STEM (Science, Technology, Engineering and
Science subjects.
Biology is the science that deals with the study of varieties of living organism including
ourselves (plants and animals) or better still study of living organisms utilizing the scientific
method. It examines the structure, function, growth, origin, evolution, and distribution of living
things. It also studies the way our environment evolved from triple organisms and this is
intimately part of our environment. Medical advancement shows the importance of Biology in
our daily lives. The study of dreaded diseases, their causative agents, cure as well as the action
of drugs are a way of Biological enlightenment that thrives at minimizing human suffering and
tries to find cure for hereditary abnormalities like haemophilia, Down’s syndrome etc., Biology
has a vital role in controlling environment pollution and attractive sense of art and beauty. High
yielding varieties of crop plants like rice, wheat, salt, sugar cane, etc. are now bred
experimentally. Disease resistant grain verbalized seeds are made (Biotechnology) and Fossils
are important in locating underground oil and natural gas resources. The above use and
importance have made Biology a course or subject of impact in the life of individuals, the
nation and the world as a whole; thereby prompts the learned to make it a compulsory course
of study in every level of education – primary (as part of basic science), secondary, and tertiary
5
Health, Medicine, Medical Laboratory Science, Biochemistry, Anatomy, Physiology,
Effective teachers are best identified by their performance not by their background or
experiences. Despite common perceptions, effective teacher cannot reliably be identified based
on where they went to school, whether they are registered or how long they are taught. The
best way to assess teachers’ effectiveness is to look at their on the – job performance including
what they do in the classroom and how much progress their students make on achievement
tests. Quality teachers are considered to be those who bring about student learning. (Harris and
Sass, 2006).
characteristics, family and neighbourhood experiences – these are referred to by Onyi & Dada
(2016) as “non-school factors”. But research such as Jordan, Mendro and Weersinge (1997)
suggests that among school related factors, teachers matter most even as Onyi & Dada (2016)
noted that effective teaching has the potential to help level the playing of such factors.
have always sought out the best teachers they could get in the belief that their students’ success
depends on it. If teachers are so important to student learning, how can schools make sure all
A study by Adeogun (2001) found that the quality of any education system depends on the
quality of teachers. Review of related literature indicates that the most important school‐based
determining factor of students achievement is the teacher quality (Rockoff, 2004; Rivkin et al.,
2005; Aaronson et al., 2007; Harris and Sass, 2008). Therefore, there is need to assess the
6
characteristics of the secondary school teachers in terms of qualification, experience and
According to Usman (2012), a qualified teacher can be defined as one who holds a teaching
certificate and/or licensed by the state, owns at least a bachelor’s degree from a four-year
institution and well qualified in his/her area of specialization. Also, Usman quotes the Pakistan
Ministry of Education officials who described a qualified teacher as one who possesses
knowledge of: the subject matter, human growth and development, ethical values, instructional
skillful use of information communication technologies. This implies that someone might have
a teaching certificate at hand but without adequate knowledge of subject matter, this individual
has no teaching qualification yet. Similarly, someone without proper knowledge of pedagogy
or someone who spent few years in training without completing the required years does not
The educators, government, parents and society in general have constantly been interested in
the academic achievement of students (Lydiah and Nasongo, 2009; Yusuf and Adigun, 2010).
According to Adeyemi (2010), teachers play an important role in determining the students’
academic achievement. Researchers have never reached a consensus on the specific teacher
factors that influence students’ academic achievement (Rivkin et al., 2005). Some studies found
academic achievement (Njeru and Orodho, 2003; Ankomah et al., 2005; Ugbe and Agim, 2009;
Asikhia, 2010; Yala and Wanjohi, 2011; Olaleye, 2011). When conducting research on factors
examinations, Maguswi (2011) found that lack of qualified teachers of Physics had a significant
7
contribution. Moreover, a study done by Adaramola and Obomanu (2011) in Nigeria found
that lack of qualified teachers led to consistent poor performance of students in STEM subjects.
Studies done by other scholars found that teachers’ professional qualifications and teaching
experience are not significantly related to students’ academic achievement (Rivkin et al., 2005;
Buddin and Zamarro, 2009; Mbugua et al., 2012; Kimani et al., 2013; Musau et al., 2013).
Furthermore, a study done by Feng and Sass (2010) found that in‐service professional
development for teachers has little effect on their ability to increase the achievement gains of
students. Aaronson et al. (2007) found little or no difference in teacher effectiveness among
Professional development and experience also count for teachers’ qualifications because
several studies have revealed this. Qualification is one of the critical factors that drive students’
academic performance. Eryilmaz and Laslan (1999) observed that one of the most important
factors in the teaching process is the qualification of the teacher. The perspective of Kane, et
al (2006) was that teachers’ qualifications can go a long way to bring about students’ higher
academic achievement.
materials in the classroom. Teachers’ qualifications, therefore, might not only be the certificate
more than just holding a certificate of any institution. Zuzovsky (2009) in her study on
“Teachers’ qualifications and their impact on students’ achievement findings from TIMMS-
2003 data in Israel ties teachers’ qualifications to seven indicators that are:
● Years of experience
These indicators are central to this review because they act as a compass through which to
navigate this review. Therefore, each of them will be separately discussed in detail for proper
Formal Education
Here we talk about various academic degrees a teacher can possess to qualify him or her to
teach. In Nigeria, these are Bachelor’s, Master’s, Doctorate degrees, other certificates, and
diplomas inclusive. However, only degree holders are qualified to teach in senior secondary
schools. According to Zuzovsky (2009), findings related to teachers’ academic degrees are
inconclusive. Some scholars believe that higher degrees showed positive correlation with
students’ academic achievement. There are others who believe that higher degrees had an
Darling-Hammond, et al (2001) asserted that teachers who have more training produce students
In-Field Preparation
In-field preparation is related to the subject matter knowledge a teacher acquires while in
training. Several studies showed a positive relationship between teachers’ preparation in the
subject matter they later teach and students' achievement. Shamim, et al (2013) observed that
recent studies revealed a positive correlation between content knowledge and students’
achievement. Research shows that teachers’ knowledge of the specific subject matter,
particularly at secondary school level is a good predictor of pupils' achievement. Teachers with
content knowledge achieve a higher percentage of students’ outcomes than teachers without
9
such experience. Assigning students to a teacher with deeper content knowledge has a positive
correlation with greater academic growth. According to Ademulegun (2001), students taught
by more qualified and experienced teachers in terms of knowledge of subject matter performed
better than those taught by less qualified but experienced teachers. A well-prepared teacher of
a subject should also have a strong command of the subject matter and knowledge of the
Pedagogy Studies
Studies revealed that several of the pedagogical studies of teachers’ preparation programs
reinforce the view that the pedagogical aspects of teachers’ preparation is important because
of the effects it has on teaching practice and for their ultimate impact on students’ achievement
Wilson, et al (2001). Seweje and Jegede (2005) noted that the ability of a teacher to teach is
not derived only from one’s academic background but it is based upon outstanding pedagogical
skill acquired. Shamim, et al (2013) found out that pedagogical studies enable teachers to
harmonize the minds and emotions of their students in class and result into higher academic
preparation programs have been under criticism for being too often characterized by
fragmentation and weak pedagogy. Results showed that beginning teachers with extensive
preparation in pedagogy and supervised teaching were more likely to be teaching in the field
of their subject matter expertise Boe & Shin (2007). Gore, et al (2004) underscored the
early stage of teacher education should come to be integrated fully into students’ knowledge
10
Duration of Pre-service Education
There are agitations about the years teachers spent in pre-service education in some countries.
There is no evidence that graduates of the longer programs become more effective teachers.
al (2001). A positive connection exists between teachers’ preparation in their subject matter
and their performance and impact in the classroom but not on the number of years spent in
school. The perceived crisis in science education is the failure of the teachers’ training
institution to provide the type of preparation that pre-college teachers need to teach science
effectively (McDermott, 1990). But not the number of years spent for pre-service education.
Duncan (2010) said if teaching is—and should be—one of our most revered professions,
Teachers with extensive preparation reported being better prepared to teach assigned subject
Certification/Licensing
about the subject matter with teaching and learning. Certified teachers are usually those who
have graduated from accredited teacher education programs. These categories of teachers are
also required to complete an induction program or pass a national teacher examination test to
obtain a license Zuzovsky (2009). In the Nigerian context, a certified teacher must be licensed
by the Teacher Registration Council of Nigeria (2004) apart from graduating from an
accredited institution. The major problem facing Nigerian now is the rate at which private
teacher training institutions are springing up. Many of these institutions bribed their ways to
get accredited when they have not met the required standard.
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Darling-Hammond (2000) argued that teachers’ issues are critical for students’ achievement,
but teacher education and certification are related not to teacher effectiveness. This author said
experience, and teaching experience had been found to have some relationship with student
achievement. Some believed Aina Jacob Kola and Olanipekun Shola Sunday: A Review of
Schools that being certified as a teacher does not guarantee achievement gain. While some
agreed that being certified as a teacher influences academic gain. In agreement with Darling-
Hammond, et al (2001); Nevgi, et al (2004) said students who are taught by certified teachers
Years of Experience
A teacher’s years of experience are one of the teachers ’qualifications indicators that is believed
that greater teaching experience will produce students with higher achievement. Studies have
shown that inexperienced teachers are typically less efficient than the experienced teacher
effectiveness and their years of experience and efficient teacher positively influence students’
However, there is the need for caution in Nigeria about the experience. Many teachers may
have been in the teaching profession for over twenty years without properly developed himself
or herself for years. This category of teachers may not be able to cope with the new trends in
education. The subject curriculum is changing almost every year as the whole world is
changing with technology. Therefore, it is better to say there is a positive relationship between
12
experience and student achievement when there is adequate teacher professional and academic
development.
Professional Development
and other characteristics as a teacher (OECD, 2009). It is a conscious and systematic step to
development is critical to the retention and improvement of any teacher in the classroom (The
teachers’ qualifications that is paramount for an effective classroom teacher. Oluremi (2013)
said professional development enhances and improve teachers teaching skills. This author
posited that there was the need to foster teacher’s continuous professional development to cope
and for enhancing teachers’ commitment, identity and job satisfaction (European Commission,
upgrade their content knowledge and teaching skills to adjust to the introduction of new
From Ajayi’s (2009) point of view, the professional qualities of a teacher have to do with the
following:
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✓ Ability to involve the students in meaningful activities throughout the period of
teaching
✓ Management of the details of learning
✓ Frequent monitoring of students’ progress through tests, formal and informal, written
and oral quizzes.
Having explained the seven indicators, it is now clear that qualification is not just only the
Qualifications of a teacher tell much about his/her quality that is why Akiba, et al (2007)
observed that teacher quality is a crucial driving force for improving student achievement.
Policymakers widely recognize Teachers' quality, practitioners and researchers alike to be the
most powerful school-related influence on a child academic performance (Akiba, et al; 2007).
Teachers’ qualifications are more than a certification but encompass many other variables that
make an effective teacher. Teacher self-efficacy is a construct that has a correlation with
teachers’ qualifications as observed by Ghanizadeh & Moafian (2014) that teachers’ self-
efficacy is correlated positively with both teacher years of experience and pedagogical success.
Teacher self-efficacy differs significantly according to their qualifications (Aliyu, et al; 2013).
Teachers who have proper teaching qualifications will also have a higher efficacy as against
the teachers who do not have right qualifications. Therefore, suitable qualifications and high
effective teaching (Steele, 2010). Teacher self-efficacy has been shown to be an important
characteristic of the teacher which is related to success in teaching (Gavora, 2010). Teacher
effectiveness is difficult to define since there has not been a consensus agreement on what
measured quality teacher (Stronge, et al; 2011). However, Agharuwhe (2013) cited Onyeachu
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different aspects of teaching such as; subject mastery (content knowledge), effective
pedagogical skill are indicators for measuring qualifications as earlier discussed. Sahlberg
(2010) and Kansanem (2005) confirmed the effectiveness of teachers in Finland because of
excellent qualifications. According to these authors, starting teaching career with a master
degree, sound content and pedagogical knowledge makes these teachers effective. Self-efficacy
of Finnish teachers must be very high because a study shows that pedagogical training and deep
content knowledge have an effect on teacher self–efficacy (Nevgi, et al; 2004). Confirming
this, Postareff, et al. (2004) posited that the more pedagogical training the teachers had, the
higher they scored on the self-efficacy scale. Teacher education in Finland is different from
that of Nigeria, which perhaps contributed to the effectiveness of the schooling system. The
Nigerian educational system requires all teachers in all schools to be professional (Hamilton-
Ekeke, 2013) and academically qualified. The National Policy on Education (2004) stipulates
the minimum qualification for entering the teaching profession in Nigeria is Nigerian
backgrounds that under Act 31 of 1993, government setup the Teacher’s Registration Council
of Nigeria (TRCN) aimed at controlling and regulating the practice of the profession
(Hamilton-Ekeke, 2013).
Other degrees in education acceptable by TRCN are Bachelor of Science in Education (BSc.
Ed), Bachelor of Education (B. Ed), Master in Education (M. Ed), and Ph.D. in Education.
Also, anyone with a degree or diploma aside those mentioned above must possess a Post
& Ekundayo, 2012). Evolving from the above literature is to conceptualize teacher
qualification for a better understanding. The snag of the various arguments on a teacher
15
qualification hinge on the inability to identify “teacher personal” quality as one of the teacher
qualifications germane to the positive students’ learning outcome. Teacher qualifications can
be divided into two categories. The categories are personal quality and certification as what
qualify someone to teach and that can influence students’ academic performance are related to
certain qualities teacher got in the classroom and was certificated at a particular period of his
or her lifetime. The second one is those related to personal quality that are continuous in his or
her lifetime. Degree certificates, formal education, and in-field preparation are not throughout
the life of a teacher. Once a teacher has them, it is over for his or her lifetime. Teaching
individual teacher and keep changing in a teacher life. A teacher who has a bad teaching
Most students in Nigerian schools are not ready to learn and, therefore, teachers who could
impact positively on them through motivation and counselling are needed. Students in schools
need teachers who could employ teaching strategies that help their assimilation. Therefore,
teaching strategy, motivation and interactions are essential teacher qualifications required by
all teachers. Qualified teacher is crucial in any educational system that is why it is important to
have a serious implication on student academic achievement. Some scholars supported that
poor pedagogical content knowledge of teachers led to poor academic performance by pupils
(Ogundele, et al; 2014); (Olanipekun & Aina, 2014). Teachers’ qualifications, teacher self-
efficacy, and teacher effectiveness are all correlated as reviewed above. Therefore, teachers’
qualifications must have an influence on students’ academic achievement. Aina, et al. (2015)
had observed that teacher effectiveness has an influence on students’ academic performance.
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2.1.4 Concept of Academic Achievement
Ifeakor (2010) regarded achievement as a change in behaviour exhibited at the end of a given
period of time or within a given time range. Aronson (2012) explained academic achievement
as the degree of attainment by student in schools, colleges and universities either in class,
laboratory, library, project or field work in which the student is sufficiently exposed to.
Aniekwe (2009) sees achievement as a test for the measurement and comparison of skills in
various fields of academic study. Hence achievement could be described as a task which has
a student has attained the criterion performance. It also enables us to determine the relative
position or rank of individual student with respect to their performance (Etuk, Koko & Eno,
2011). Students, teachers, parents and the society are much concerned about the academic
17
In summary academic achievement measurement is used for instructional, administrative,
Many researchers have long investigated factors that affect the academic achievement of
students in science. One of the factors that have been investigated for its effects on Biology
According to Talton and Simpson (2013), classroom environment is composed of six areas; the
science classroom, science teacher, students in the science classroom, friends’ attitude
toward science. Talton and Simpson stated that there exists a significant correlation between
attitude towards science and all the classroom environmental variables and that these affect
relationship between attitudes toward Biology achievement of Greek students; and found
significant correlation between attitudes toward Biology classroom environment and academic
achievement in Biology; and concluded that classroom environment is an important factor that
develops positive achievements towards Biology. Simpson and Troost (2012) also emphasized
that if students experience an unpleasant punishment in science classroom the little science
knowledge that they learn may disappear because the classroom environment is not suitable
and will affect the students’ academic achievement. In the Biology class the teacher should
create good atmosphere by organizing the lesson that would be interactive and attractive to
approach which encourages students to work together in small groups and to use a variety of
activities to improve their understanding of subject matter (Chang & Moa, 2009). Inquiry
instructional approach encourages students to extend their thinking and express their ideas in a
variety of ways through exploring and experiencing their environment through guided or
18
unguided learning activities. Inquiry approach which involves students gathering information,
collecting and interpreting data, formulating hypotheses and drawing logical conclusions;
(Scheneider, Marx & Soloway, 2011). It could be therefore possible for academic achievement
to be attained if Biology subject will be learned both practically and theoretically through the
process of teaching and learning; this makes them behave like scientists. Good practical skills
and theory experience in Biology could therefore enhance students’ academic achievement.
The teacher has always been considered a crucial factor affecting academic achievement in
Biology and science in general. Students always identify the teacher as the most important
element in a classroom learning environment. The teacher should always create good
atmosphere by interacting with the students freely in the laboratory to make the lesson not
boring and at the same time maintains discipline; such attitude promotes academic achievement
(Ozkan, 2013). Several researchers like Ozkan (2013); Chang and Moa (2009), Scheneider
Marx and Soloway (2011) have commended on the attitudes of students, teachers, teaching
methods, laboratory activities, classroom environment and how they affected students’
Practical Biology is the scientific study of the life and structure of plants and animals and their
relative environment in real or experimental set-up rather than dwelling in the theory and ideas
opposed to learning about science. Nzewi (2008) asserted that practical activities can be
regarded as a strategy that could be adopted to make a teacher (teaching) more real to the
19
students. He maintained that practical activities should engage the students in hands on, mind
on activities, using varieties of instructional materials to drive the lesson home. Nwagbo
(2008) stated that the use of practical approach to teaching of biological concepts should
therefore be a rule rather than an option to biology teachers if we hope to produce students that
would be able to acquire the necessary knowledge, skills and competence needed to meet the
scientific and technological demands of the nation. Practical work stimulate learners’ interest
in the science subjects they are studying. According to Nwagbo (2008), a number of factors
which invariably leads to poor performance and one of the factors is the teacher variable, i.e.
teacher method of teaching, that is, a teaching technique in which one person, the teacher
present a spoken discourse on a particular subject and shy away from activity oriented teaching
methods which are student centred such as inquiry method, discovery method and investigative
laboratory approach.
Nwagbo (2006) observed that such teacher-centred approach which places the teacher as a sole
possessor of knowledge and the students as passive recipients of knowledge may not enhance
In addition, Biology topics that are meant to be taught through laboratory practical or other
forms of practical should not be taught theoretically or using alternatives to practical if students
must understand and underpin the rationale behind the substance of those topics.
Theoretical ideas have a rich history in many areas of biology, and new theories and
mathematical models have much to offer in the future. When scientists want to explain some
aspect of nature, they tend to make observations of the natural world or collect experimental
data, and then extract regularities or patterns from these observations and data, possibly using
20
some form of statistical analysis. Characterizing these regularities or patterns can help scientists
to generate new hypotheses, but statistical correlations on their own do not constitute
developed from underlying principles, while relying on as few assumptions as possible, that a
theory is born.
Theory plays a paramount role in Biology and for students to have a full knowledge, there is
need for them to be exposed to the theoretical aspect of Biology. There are several theories in
Modern biology is based on several ideas, or theories and this include: Cell theory, evolution
theory, genetics and homeostasis. These areas are not taught using practical.
Biology teaching should be based on a content of theory that can be applied to solve problems
and Biology teachers must have a model of pedagogy that will develop the student cognitive
domain. Also, to have a better performance in Biology, teachers should make use of teacher-
centred and student-centred methods during lectures. This will allow full participation of
students in the learning of Biology and the teachers will be able to know how far he/she have
PERFORMANCE/ACHIEVEMENT
characteristics, family and neighbourhood experiences. But research such as Jordan, Mendro
and Weersinge (1997) suggests that among school related factors, teachers matter most. When
it comes to student performance on reading and math tests, a teacher is estimated to have two
or three times the impact of any other school factor, including services, facilities and even
21
Effective teachers are best identified by their performance not by their background or
experiences. Despite common perceptions, effective teacher cannot reliably be identified based
on where they went to school, whether they are registered or how long they are taught. The
best way to asses teachers’ effectiveness is to look at their on the – job performance including
what they do in the classroom and how much progress their students make on achievement
tests. Quality teachers are considered to be those who bring about student learning. (Harris and
Sass, 2006)
Non-school factors do influence student achievement but effective teaching has the potential
to help level the playing of such factors. The importance of good or quality teachers is no
secret or it cannot be overemphasized. Schools have always sought out the best teachers they
could get in the belief that their students’ success depends on it. If teachers are so important to
student learning, how can schools make sure all students receive the benefit of good/quality
teachers?
More than two decades of research findings are unequivocal about the connection between
teacher quality and student learning. The report of the National Commission on teaching and
America’s future (1996) made teaching the core of its three simple promises in its blueprint for
reforming the nation’s schools. They are: what teachers know and can do is the most important
influence on what students learn. Recruiting, preparing and retaining good teachers is the
central strategy for improving schools. School reform cannot succeed unless it focuses on
A highly effective teacher, therefore, is one whose students show the most gains from one year
to the next. By using this approach, researchers are able to isolate the effect of the teacher from
other factors related to student performance such as students’ prior academic record or school
they attended. “The effect of teaching on student learning is greater than student ethnicity or
22
The effect is stronger for poor and or minority students than for their more affluent peers,
although all groups benefit from effective teachers. The effects accumulate over the years. The
positive effects associated with being taught by a highly effective teacher, defined as a teacher
whose average student score gain is in the top 25% were stronger for poor and minority students
than for their white and affluent counter parts. The study found that low income students were
more likely to benefit from instruction by a highly effective teacher than were their more
advantaged peers Van der Bergh and Roos, (2014). Another study found that the achievement
gain from having a highly effective teacher could be almost three times as large for African
American students as for white students even when comparing students who start with similar
state. In Nigeria, there are three tiers of Government and all these tiers are well positioned to
help in the development and evolving of a good and standard educational system. This is done
Education. Provision of funds are made possible through the National Budget
Ministries within a state, one of which is the Ministry of Education. The fund so
23
• Oversight Function: Through the Ministry of Education and other agencies, the
teachers and school administrators to the laid down policies guiding education in the
country. This way, there is a feedback mechanism established and also on the spot
development through its ministry and agencies which are saddled with such
in different schools will teach divergent topics to students and this is abysmal.
When all the above are in place, teaching and learning will be easy not only for Biology or
Non-governmental organizations have made a significant influence such as in the fight against
slavery or women’s right to vote. Popularly known as NGOs, they usually represent a non-
international governmental organizations and are actively fighting for a social or political
cause. NGOs can be active in humanitarian, educational, health care, public policy, social,
human rights, environmental or other areas. Work of an NGO can be oriented on an educational
issue; these NGOs are contributing to the Sustainable Development Goal 4: Education.
education: Everybody is given the same education in every education system, no matter
the race, gender, social status, and physical or mental disability. NGOs try to support
24
children who are denied this universal access and tries to provide them with education
they need.
activity that aims to influence decisions within political, economic, and social systems.
They can include many methods that NGOs usually undertake for example media
campaigns, public speaking, conducting and publishing research etc. NGOs can act as
implementers, catalysts, and partners. As implementers they provide goods and services
to people in need. As catalysts that they try to drive a change by inspiring the
community. And as partners they work closely with other organization in order to get
the most effective results. Some NGOs act primarily as lobbyists, others develop
education and small and rural schools. Non-formal education is crucial in gaining extra
skills and knowledge. Such programs don’t have a classical curriculum, syllabus or
grading system as formal classes; they don’t even take place in schools. But they do
show some level of organization framework. They usually take place at some
community settings such as the swimming pool, reading groups, sport clubs or music
groups.
• Provision of support for small and rural schools: it is known that many schools have
no electricity or water, which can eventually lead to their closing. Other challenges they
face is recruiting and retaining teachers, transportation of the children to schools and
supplying schools with needed materials and other supplies. NGOs are very important
because of their work and what individuals can do is get motivated by them and every
other group or individuals that are making a stand for a good cause.
25
2.5 CHALLENGES FACING TEACHING AND LEARNING OF BIOLOGY IN
SCHOOLS
The challenges facing teaching and learning of Biology in Schools is considered under three
b. Teachers
textbooks and other instructional materials are well required for effective teaching and
theory and practical. The practical aspect of Biology is taught in the Biology
which are in a serviceable state, and also has adequate supply of chemical reagents and
equipment for experiments. The equipment must also not be in a state of disrepair. All
Biology, like any other STEM subject, must be conducive with proper ventilation, good
furniture, well-lit, etc. but may schools lack this. Students mostly learn under harsh
conditions in heat, without good boards, no furniture or damaged furniture, etc. Also,
most schools have an unfavourable teacher to student ratio. When the class is thus too
26
large, it is obvious that some students will not be able to understand what is being taught
• Lack of laboratory Support staff: In any laboratory environment, the teacher is not
supposed to teach alone. The teacher needs support staff when practical is being done
so that students can be thoroughly guided through the procedure being taught with
• Lack of Internet Access: It is no gainsaying the face that Information Technology has
impacted so much on the way teaching and learning is being done. Teachers, if they
must be abreast of current developments in their field must have unfettered and
resources. This allows teachers to learn, un-learn and re-learn a lot from researchers
and scientists generally. Where this is lacking, teachers hand down obsolete knowledge
• Teachers’ lack of subject matter knowledge: when a teacher is assigned the role of
teaching biology because he has science background then students are spell-bound to
be doomed. Where the qualification of the supposed teacher is not thoroughly related
to Biology (such as Microbiology, Biology Education and other allied courses) but such
one is detailed to teach Biology, then the students will have issues learning as content
effective teaching and learning. This does not always mean and should not be restricted
to pecuniary form of motivation but also other forms of motivation like job satisfaction,
27
etc. When this is not in place, teachers will not be encouraged to put in their best when
teaching.
boost the morale of teachers as it allows for on-the-job training in which there is
school only without being abreast of recent developments in the field they teach, then
students are bound to be taught irrelevancies and outdated contents. This is because
• Overloaded Curriculum: When the content of the curriculum is too much, then
students will have problem with learning as they will lose the ability to fully grasp what
is taught or possibly forget too soon things they have been taught.
• Poor Teaching skills: Where the teacher has poor teaching skills, then imparting
knowledge to students becomes a herculean task with the attendant effect on students.
• Poor Students’ attitude to Biology: When students have poor attitude to Biology
learning, then they are already on the way to failure. Many consider Biology as a
burden being forced on them. This attitude cannot help the students and therefore
language, it is obvious that students who have poor communication skills (listening,
writing and reading) will have problems learning Biology. With this, academic
28
CHAPTER THREE
This chapter describes the procedures the researcher will use in carrying out the research work.
These include the research design, sample and sampling technique, method of data collection,
The design adopted for this research is survey and correlational design. The survey research
design is the use of a survey, administered either in written form or orally, to quantify, describe
The population for the study was made of current Biology students in senior secondary SS 2
and 3 in four selected Schools in Odeda Local Government and their Biology Teachers. The
results of the students for 2017/2018 Academic year was considered. All students and teachers
Questionnaire instrument developed by the researcher was used for the collection of Teachers’
data. Questionnaire items were constructed to afford answer to the research questions
formulated to guide the study. The personal, qualification, skill and years of experience
questions on the questionnaire seek to address the various research questions. On the other
hand, the sessional result of the students taught by these teachers are considered to juxtapose
the relationship between the qualification, skill and year of experience of teachers and student
performance.
29
Sampling Frame: The sampling frame of this study comprised four Secondary Schools.
Stage 1: The first stage involved purposive selection of four secondary schools. The schools
are Salawu Abiola Comprehensive High School, Nawair-ud-deen Secondary School, Muslim
Stage 2: From each of the schools selected, students were randomly selected from Senior
Secondary Schools 2 and 3 alongside the teachers that taught them in their previous classes,
The selected schools were approached personally by the Researcher and questionnaires were
administered on the Biology Teachers on the spot. The researcher was therefore on ground to
explain all forms of ambiguity that may serve as a problem to the respondents. The researcher
also recorded the results of the students with the permission of the School Authorities. The
sets of data collected and information from records were assembled and subjected to statistical
analysis.
The data analysis was achieved using Statistical Package for Social Sciences (SPSS, 20). The
use of descriptive statistics was employed and this includes Frequency Tables, Percentages and
30
Variables: The are two variables in the research viz Grouping (Independent) and Test
(Dependent) variables. The Grouping variables includes the teacher factors (Qualification,
Professionalism and Specialization) while student results constitute the test variable.
Schools were approached for data when 1st term unified examinations were being prepared for
or ongoing. This resulted in slow pace of data collection as much time than required was spent
31
CHAPTER FOUR
4.1 INTRODUCTION
This chapter deals with analysis of data and presentation of results obtained. Research
questions were analyzed using the descriptive statistics - frequency count. The research
The personal data of the respondents are presented in Tables 4.1a and 4.1b below.
From Table 4.1a above, it can be seen that Five (5) out of the Eight (8) teachers who completed
the questionnaire are aged between 31 and 40 years representing 62.5% of the total respondents
while three (3) representing 37.5% are aged between 41 and 50 years.
Table 4.1b above, it was observed that all 8 respondents are female teachers representing 100%
of respondents.
32
Tables 4.2a-c below details information about the educational and professional qualifications
of the respondents. While Tables 4.2a and 4.2b shows the educational qualification, Table 4.2c
Table 4.2a above shows that 1 respondent representing 12.5% has Higher National Diploma
(HND) as the highest qualification, 5 respondents representing 62.5% have Bachelor’s degree,
addition to HND while 1 respondent representing 12.5% also has Master’s Degree.
Table 4.2b above shows that 6 respondents representing 75% have a degree in education while
33
Table 4.2c: Registration with the Teachers’ Registration Council of Nigeria (TRCN)
Table 4.2c above shows that 7 out the respondents representing 87.5% are professional teachers
by virtue of their registration with the TRCN while 1 respondent representing 12.5% is not a
professional teacher.
Tables 4.3a and b below depicts the teaching experience and area of specialization of the
teachers respectively.
From the questionnaire, there are four groups of teaching experience – less than 10 years, 10-
19 years, 20-29 years, 30 years or more. From table 4.3a above, all 8 respondents representing
100% have been teaching Biology for period between 10 and 19 years. This also implies that
34
From Table 4.3b above, 7 respondents representing 87.5% of respondents have a degree in
Research Hypothesis
Biology students taught by qualified teachers and those taught by unqualified teachers.
From the questionnaire, education degree is used to determine whether a teacher is qualified or
not.
Table 4.4 below shows that the mean performance of students taught by qualified teachers
(53.32) was higher than those of students taught by unqualified teachers (51.88) with a mean
difference of 1.44. The analysis of the t-test carried out revealed that the p-value (0.349) is
greater than the α (significance level @ 0.05). The implication of this is that there is no
students taught by qualified and unqualified teachers and as such, the hypothesis is accepted.
Unqualified Teachers
35
Hypothesis 2: There is no significant difference in the performance of secondary school
From the questionnaire, registration with the Teachers’ Registration Council of Nigeria
Table 4.5 below shows that the mean performance of students taught by professional teachers
(53.32) was higher than those of students taught by non-professional teachers (51.88) with a
mean difference of 1.44. The analysis of the t-test carried out revealed that the p-value (0.349)
is greater than the α (significance level @ 0.05). The implication of this is that there is no
Table 4.5 T-Test showing performance of students taught by Professional and Non-
Professional Teachers
teacher.
Table 4.6 below shows that the mean performance of students taught by teachers who have
biology or related background (53.60) was higher than those of students taught teachers with
other science background (52.33) with a mean difference of 1.27. The analysis of the t-test
carried out revealed that the p-value (0.309) is greater than the α (significance level @ 0.05).
36
The implication of this is that there is no significant difference in the performance of secondary
school Biology students taught by teachers with biology or related background and those taught
by teachers with background in other science fields. As such, the hypothesis is accepted.
Table 4.6 T-Test showing performance of students taught by Specialist and Non-
Specialist Teachers
37
CHAPTER FIVE
5.1 INTRODUCTION
It is the hope of this researcher that conclusions, recommendations as well as the suggestions
The study examined the effect of the qualification of Biology Teachers on the academic
Schools
in Biology
• To establish the differences between students taught by qualified teachers and those
Three research hypotheses were formulated and tested. Four Senior Secondary Schools were
selected within the study area with SS1 students for 2018/2019 Academic session being the
main target alongside their Biology teachers. As such, the sessional result of 461 students were
considered while 8 teachers in all were selected. The performances of the students could also
be compared because all Secondary Schools in Ogun State write Unified Examinations. That
means all students whose results were considered sat for the same examination. Eight (8) item
questionnaire was administered on teachers and were analyzed using descriptive statistics.
38
Relationships between teacher factors and student results were determined using t-test and the
teachers are those registered with the Teachers’ Registration Council of Nigeria.
students taught by teachers with specialization in Biology or related field and those
5.3 CONCLUSION
The result of this study indicated that all three hypotheses were accepted and this led to the
following conclusions:
i. That a teacher has a degree in Education or not does not have an effect on the
students.
From all the conclusion drawn above, it is obvious that there are other factors other than those
tested for that determine the performance of students of Biology. Such other factors can include
growth of teachers, teachers’ job satisfaction, years of teaching experience of the teacher on
39
5.4 RECOMMENDATIONS
i. Learning environment should be made conducive for both teachers and students.
and learning. This will go a long way in enhancing students’ ability to learn. The
provision of internet access, good laboratories with chemical reagents and models
are equally important as almost all the schools visited had no good laboratories
iii. Teachers should be sponsored for on-the-job training to help them keep abreast of
iv. The career growth of teachers must be taken seriously. The longer a teaches a
subject, the more likely the performance of the students improves. This is basically
experience.
They should do their best to help the education sector grow to an enviable height.
40
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APPENDIX
47