THE EFFECT OF QUALIFICATIONS OF PHYSICS TEACHERS ON THE PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN EXTERNAL EXAMINATIONS
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
The quality of education is directly related to the quality of instruction in classrooms. It is a fact that the academic qualifications, knowledge of the subject matter, competence, and skills of teaching, as well as the commitment of the teacher, have an effective impact on the teaching and learning process (National Education Policy 1998–2010). Quality improvement in education depends upon the proper training of teachers. The teachers cannot play any of the roles unless properly trained (Yadved and Singh, 1988). The performance of students, especially in external examinations, goes a long way towards indicating the level of preparedness of the student, definitely by qualified teachers.
Teaching is an art. It can be refined through training and practice. The availability of competent teachers is central to the reconstruction of the educational system. Physics has acquired the status of a global language (Crystal, 1997). Keeping in view the growing need and importance of physics in every walk of life, physics has been made a compulsory subject in Nigeria from the very beginning of the academic career. This increasingly necessitates good-quality initial preparation for non-native speaker teachers in the school system (Cullen, 1994).
Physics is taught as a compulsory subject, and the whole teaching and learning process is carried out in the physics language. In other words, physics is also the medium of instruction in Nigerian schools. This enables the students of these schools to learn physics in an environment where most of the interaction between the teacher and the students is in physics (Fuller & Clark, 1994). As a result, the students of these schools are more proficient in physics and perform well in external examinations.
In some schools, however, the teaching of physics is done somewhat differently, and the proficiency in the language is somewhat inadequate. The traditional grammar translation method is favorited by the teachers, and there is hardly any exposure to physics inside or outside the class. Most of the activities in the class are done in the vernacular or mother tongue. Even physics is explained through Urdu or the vernaculars (Al-Mutawa & Kailani, 1989). The students resort to memorization and cramming.
The teacher is the facilitator of examinations rather than of learning. The students memorise, translate, retranslate, and finally reproduce the crammed information or knowledge in the external examinations. No creativity is witnessed on the part of the students from this kind of teaching experience (Baumgardner, 1993).The reason is that the teachers themselves are not qualified or competent enough to teach physics efficiently. This causes poor results in physics, eventually leading to the highest failure percentage in physics at external examinations. Thus, physics becomes the biggest hurdle (particularly for students from rural areas) in the way of getting higher education and the key administrative posts. In its annual report, the Federal Public Service Commission (1998) reported that physics as the medium of expression in the external examination is depriving the students of some poor institutions of the opportunity to compete with their counterparts from highly placed institutions.
Physics as a language plays a number of roles in the socio-economic, political, and cultural development of Nigerian society. The continued slide in the performance of students in physics in external examinations is a cause for great concern not only for the teachers but also for all stakeholders in the business of education. This is more worrisome when one considers the fact that physics doubles as a medium of instruction in Nigerian schools as well as our linquafranca. The central role of physics cannot, therefore, be wished away. The pattern of failure has, however, shown that the incidence appears to be higher in some schools than it is in other schools. A number of factors have been linked to the courses, but more relevant is the issue of the qualifications of the teachers. This is more important because, in the business of teaching and learning, teachers offer only what they have; you cannot offer what you don’t have. The qualifications of teachers involved in teaching and learning play a great role in the performance of students, and it is to find out these effects that this study is set out to accomplish. Chomsky (1972) “states that one cannot really teach a language but can only present the conditions in which it will develop spontaneously in the mind in its own ways.”
1.2 STATEMENT OF THE PROBLEM
Language teaching has been the primary focus of applied linguistics. Formal instruction does not work in a vacuum. School environment, teacher qualifications, curriculum and instructional approaches, and many other factors interact to produce growth in student academic skills and knowledge. There is sufficient empirical evidence that suggests that the academic performance of students relies substantially on the teachers they are assigned. Classroom-based research is valid enough to determine whether the learners are receiving appropriate content instruction or not. Pennington (1989) says that the quality of teaching must be considered in determining what results can be expected. He further states that teachers make decisions about classroom management based on their achievement gains. Thus, we can say that findings about the relationship between teacher characteristics and student academic performance scores are important in determining the policy regarding teachers. It is assumed that only those who have professional training in physics teaching should teach physics. The physics teacher should be the one whose competence and proficiency in all the language skills are in good measure. But especially in written and conversational physics, it is not deficient. The physics teacher should have a good knowledge of current usage and the theoretical aspects of physics. In Nigeria today, most students in secondary schools and, in fact, even in universities lack the ability to communicate efficiently in physics, both oral and written. This is still the major problem faced by physics students today. It is therefore important to find out if the qualification of the physics teachers has any effect on the performance of the students in writing physics in external examinations.
1.3 OBJECTIVES OF THE STUDY
The following are the objectives of this study:
1. To examine the effects of the qualification of physics teachers on the performance of secondary school students in external examinations.
2. To examine the criteria for producing a qualified physics teacher.
3. To determine the factors that can improve the academic performance of secondary school students in external examinations.
1.4 RESEARCH QUESTIONS
1. What are the effects of the qualification of physics teachers on the performance of secondary school students in external examinations?
2. What are the criteria for producing a qualified physics teacher?
3. What are the factors that can improve the academic performance of secondary school students in external examinations?
1.5 HYPOTHESIS
HO: There is no significant relationship between the qualification of a physics teacher and secondary school student performance in an external examination.
HA: There is a significant relationship between the qualification of a physics teacher and secondary school student performance in an external examination.
1.6 SIGNIFICANCE OF THE STUDY
The following are the implications of this study:
1. This study will serve as a primer for the ministry of education to verify whether the qualifications of teachers have any effect on student performance in the senior secondary school certificate examination (SSCE). The finding will also help people who want to conduct such research by serving as a reference.
2. This research will also serve as a resource base to other scholars and researchers interested in carrying out further research in this field; subsequently, if applied, it will go to an extent to provide new explanation to the topic
1.7 LIMITATION OF STUDY
Financial constraint: insufficient funds tend to impede the efficiency of the researcher in sourcing relevant materials, literature, or information and in the process of data collection (internet, questionnaire, and interview).
Time constraint: The researcher will simultaneously engage in this study with other academic work. This will consequently cut down on the time devoted to the research work.
REFERENCES
Al-Mutawa, N., &Kailani, T. (1989).Methods of Teaching Physics to Arab Students. Harlow: Longman
Baumgardner, Robert J. (1993). The Physics in Pakistan. Karachi: Oxford University Press.
Crystal, D. (1997). Physics as a Global Study. Cambridge University Press.
Cullen, R. (1994). Incorporating a Language Improvement Component in Teacher Training Programmes, ELT Journal, 48(2), 162-172
FPSC (1998). Annual Report: Federal Public Service Commission. Islamabad: Federal Public Service Commission
Fuller, B., & Clark, B. (1994). Raising School Effects While Ignoring Culture? Conditions and the Influence of Classroom Tools, Rules, and Pedagogy.Review of Educational Research, 64 (1), 119–57
Yadred, D.D., &Singh, D. J. (1997).Evaluating the Effect of Teacher Degree Level on Educational Performance. In W.J. Fowler (Ed.), Developments in School Finance, Washington, D.C.: National Centre for Education Statistics
Government of Nigeria (1998). National Education Policy 1998–2010. Islamabad: Ministry of Education
THE EFFECT OF QUALIFICATIONS OF PHYSICS TEACHERS ON THE PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN EXTERNAL EXAMINATIONS A CASE STUDY OF SELECTED SCHOOLS IN NSUKKA LOCAL GOVERNMENT AREA, GET MORE PROJECT MATERIALS
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THE EFFECT OF QUALIFICATIONS OF PHYSICS TEACHERS ON THE PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN EXTERNAL EXAMINATIONS A CASE STUDY OF SELECTED SCHOOLS IN NSUKKA LOCAL GOVERNMENT AREA.docx
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THE EFFECT OF QUALIFICATIONS OF PHYSICS TEACHERS ON THE PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN EXTERNAL EXAMINATIONS
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
The quality of education is directly related to the quality of instruction in classrooms. It is a fact that the academic qualifications, knowledge of the subject matter, competence, and skills of teaching, as well as the commitment of the teacher, have an effective impact on the teaching and learning process (National Education Policy 1998–2010). Quality improvement in education depends upon the proper training of teachers. The teachers cannot play any of the roles unless properly trained (Yadved and Singh, 1988). The performance of students, especially in external examinations, goes a long way towards indicating the level of preparedness of the student, definitely by qualified teachers.
Teaching is an art. It can be refined through training and practice. The availability of competent teachers is central to the reconstruction of the educational system. Physics has acquired the status of a global language (Crystal, 1997). Keeping in view the growing need and importance of physics in every walk of life, physics has been made a compulsory subject in Nigeria from the very beginning of the academic career. This increasingly necessitates good-quality initial preparation for non-native speaker teachers in the school system (Cullen, 1994).
Physics is taught as a compulsory subject, and the whole teaching and learning process is carried out in the physics language. In other words, physics is also the medium of instruction in Nigerian schools. This enables the students of these schools to learn physics in an environment where most of the interaction between the teacher and the students is in physics (Fuller & Clark, 1994). As a result, the students of these schools are more proficient in physics and perform well in external examinations.
In some schools, however, the teaching of physics is done somewhat differently, and the proficiency in the language is somewhat inadequate. The traditional grammar translation method is favorited by the teachers, and there is hardly any exposure to physics inside or outside the class. Most of the activities in the class are done in the vernacular or mother tongue. Even physics is explained through Urdu or the vernaculars (Al-Mutawa & Kailani, 1989). The students resort to memorization and cramming.
The teacher is the facilitator of examinations rather than of learning. The students memorise, translate, retranslate, and finally reproduce the crammed information or knowledge in the external examinations. No creativity is witnessed on the part of the students from this kind of teaching experience (Baumgardner, 1993).The reason is that the teachers themselves are not qualified or competent enough to teach physics efficiently. This causes poor results in physics, eventually leading to the highest failure percentage in physics at external examinations. Thus, physics becomes the biggest hurdle (particularly for students from rural areas) in the way of getting higher education and the key administrative posts. In its annual report, the Federal Public Service Commission (1998) reported that physics as the medium of expression in the external examination is depriving the students of some poor institutions of the opportunity to compete with their counterparts from highly placed institutions.
Physics as a language plays a number of roles in the socio-economic, political, and cultural development of Nigerian society. The continued slide in the performance of students in physics in external examinations is a cause for great concern not only for the teachers but also for all stakeholders in the business of education. This is more worrisome when one considers the fact that physics doubles as a medium of instruction in Nigerian schools as well as our linquafranca. The central role of physics cannot, therefore, be wished away. The pattern of failure has, however, shown that the incidence appears to be higher in some schools than it is in other schools. A number of factors have been linked to the courses, but more relevant is the issue of the qualifications of the teachers. This is more important because, in the business of teaching and learning, teachers offer only what they have; you cannot offer what you don’t have. The qualifications of teachers involved in teaching and learning play a great role in the performance of students, and it is to find out these effects that this study is set out to accomplish. Chomsky (1972) “states that one cannot really teach a language but can only present the conditions in which it will develop spontaneously in the mind in its own ways.”
1.2 STATEMENT OF THE PROBLEM
Language teaching has been the primary focus of applied linguistics. Formal instruction does not work in a vacuum. School environment, teacher qualifications, curriculum and instructional approaches, and many other factors interact to produce growth in student academic skills and knowledge. There is sufficient empirical evidence that suggests that the academic performance of students relies substantially on the teachers they are assigned. Classroom-based research is valid enough to determine whether the learners are receiving appropriate content instruction or not. Pennington (1989) says that the quality of teaching must be considered in determining what results can be expected. He further states that teachers make decisions about classroom management based on their achievement gains. Thus, we can say that findings about the relationship between teacher characteristics and student academic performance scores are important in determining the policy regarding teachers. It is assumed that only those who have professional training in physics teaching should teach physics. The physics teacher should be the one whose competence and proficiency in all the language skills are in good measure. But especially in written and conversational physics, it is not deficient. The physics teacher should have a good knowledge of current usage and the theoretical aspects of physics. In Nigeria today, most students in secondary schools and, in fact, even in universities lack the ability to communicate efficiently in physics, both oral and written. This is still the major problem faced by physics students today. It is therefore important to find out if the qualification of the physics teachers has any effect on the performance of the students in writing physics in external examinations.
1.3 OBJECTIVES OF THE STUDY
The following are the objectives of this study:
1. To examine the effects of the qualification of physics teachers on the performance of secondary school students in external examinations.
2. To examine the criteria for producing a qualified physics teacher.
3. To determine the factors that can improve the academic performance of secondary school students in external examinations.
1.4 RESEARCH QUESTIONS
1. What are the effects of the qualification of physics teachers on the performance of secondary school students in external examinations?
2. What are the criteria for producing a qualified physics teacher?
3. What are the factors that can improve the academic performance of secondary school students in external examinations?
1.5 HYPOTHESIS
HO: There is no significant relationship between the qualification of a physics teacher and secondary school student performance in an external examination.
HA: There is a significant relationship between the qualification of a physics teacher and secondary school student performance in an external examination.
1.6 SIGNIFICANCE OF THE STUDY
The following are the implications of this study:
1. This study will serve as a primer for the ministry of education to verify whether the qualifications of teachers have any effect on student performance in the senior secondary school certificate examination (SSCE). The finding will also help people who want to conduct such research by serving as a reference.
2. This research will also serve as a resource base to other scholars and researchers interested in carrying out further research in this field; subsequently, if applied, it will go to an extent to provide new explanation to the topic
1.7 LIMITATION OF STUDY
Financial constraint: insufficient funds tend to impede the efficiency of the researcher in sourcing relevant materials, literature, or information and in the process of data collection (internet, questionnaire, and interview).
Time constraint: The researcher will simultaneously engage in this study with other academic work. This will consequently cut down on the time devoted to the research work.
REFERENCES
Al-Mutawa, N., &Kailani, T. (1989).Methods of Teaching Physics to Arab Students. Harlow: Longman
Baumgardner, Robert J. (1993). The Physics in Pakistan. Karachi: Oxford University Press.
Crystal, D. (1997). Physics as a Global Study. Cambridge University Press.
Cullen, R. (1994). Incorporating a Language Improvement Component in Teacher Training Programmes, ELT Journal, 48(2), 162-172
FPSC (1998). Annual Report: Federal Public Service Commission. Islamabad: Federal Public Service Commission
Fuller, B., & Clark, B. (1994). Raising School Effects While Ignoring Culture? Conditions and the Influence of Classroom Tools, Rules, and Pedagogy.Review of Educational Research, 64 (1), 119–57
Yadred, D.D., &Singh, D. J. (1997).Evaluating the Effect of Teacher Degree Level on Educational Performance. In W.J. Fowler (Ed.), Developments in School Finance, Washington, D.C.: National Centre for Education Statistics
Government of Nigeria (1998). National Education Policy 1998–2010. Islamabad: Ministry of Education
THE EFFECT OF QUALIFICATIONS OF PHYSICS TEACHERS ON THE PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN EXTERNAL EXAMINATIONS A CASE STUDY OF SELECTED SCHOOLS IN NSUKKA LOCAL GOVERNMENT AREA, GET MORE PROJECT MATERIALS
Attached Files