THE INFLUENCE OF TEACHERS QUALIFICATION ON STUDENTS ACADEMIC PERFORMANCE

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

There is an inevitable link between a teacher's personality and how kids learn. According to statistics, students who dislike a particular teacher or lecturer always perform very poorly in the course the instructor is in charge of, implying that there is a link between professors and student academic achievement. If the impediment is the teacher's qualification, the effect is frequently impossible to lessen by the pupil, even the most disciplined of them all (Ahiakwo, 2003). The qualification of a teacher has a significant impact on the instructor's academic achievement. A well-educated teacher would critically engage the students' concerns and doubts, pushing them to question, study, and read more, and would provide them with more than just the necessary clarification. A well-qualified instructor, on the other hand, would most likely discourage pupils' interest and desire to learn more, fostering in them a lax attitude toward their academics. As a result, the latter delivers a poor performance. Some subjects quickly reflect the teacher's qualification in the students more than others. As a very flexible second language, any teacher of it would need to have studied extensively in order to command the language's unlimited complexity (Ajayi, 2007).

The performance of pupils in a subject in a set examination determines mastery of that subject. Any interaction between a teacher and students is anticipated to result in learning outcomes in the pupils. There is an issue when such an activity fails to induce a change in behavior (learning) in the learners.

Students' success is an important concern for science instructors in general. According to Aghyeneku in Sakiyo and Sofeme (2008), pupils' performance in schools is low in both national and state exams.

A variety of factors might be recognized as being responsible for pupils' low performance. These include the curricula, teachers' teaching methods, parents, the government, a shortage of facilities, and others (Ahiakwo, 2003). According to a school survey (Ajayi, 2007), deficiency of adequate instructional materials and equipment in schools also has a detrimental impact on effective learning in schools. According to Ango (1990), students' low performance worldwide is mostly due to a failure to involve students in teaching learning activities from the start of any new concept to be taught, a lack of competent teachers, and a lack of teaching experience.

1.2 STATEMENT OF THE PROBLEM

The impact of the professors in the performance of the pupils is germane. The teachers are the facilitators who are to impact into the students the concepts expected to be learnt. However, Olarewaju (1986) and Nwagbo (1995) were of the opinion that ignorant of the teachers or lack of activity- focused approaches by the teachers grossly contribute to students’ low performance in Physics. When contemplating expansion in technology, the development of human capital is crucial (Fajonyomi, 2007). (Fajonyomi, 2007). This was in line with the perspective of Ogbazi (1987) who stated that problem of industrial growth in Nigeria is one of shortage of sufficiently trained human resources and this has been a key limitation on the rate of technological \sand economic development of the country. The teacher is the key manpower tasked with the responsibility of impacting the concepts considered fundamental to technology through the teaching of these basic concepts from the secondary school. This was why Adeniyi (1993) remarked that a country’s manpower growth relied on the number of her well-qualified instructors.

1.3 OBJECTIVES OF THE STUDY

The primary objective of this study is to assess the influence of teachers qualification on students academic performance. Other objectives of the study are:

i.          To determine the extent to which teachers teaching experience affects students academic performance.

ii.        To ascertain whether teachers teaching skills influences students academic performance

iii.      To determine whether poor qualification of teachers affects students academic performance.

1.4 RESEARCH QUESTIONS

The following research questions which are in line with the objectives of this study will be answered in this study. They are:

i.          To what extent do which teachers teaching experience affects students academic performance?

ii.        Does teachers teaching skills influences students academic performance?

iii.      Does poor qualification of teachers affects students academic performance?

1.5 SIGNIFICANCE OF THE STUDY

This study will be greatly significantly the education sector

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