Teacher’s Qualification and Pupils Academic Performance in Primary Schools
1.1 Background of the Study
The importance of education qualification for any prescribe job in any particular organization cannot be overemphasized. This is because educational qualification as a prerequisite for any job performance is necessary condition for achieving the organization. In this regards teachers educational qualification is not left out as the importance of their qualification as teachers teaching social studies in the primary schools system has been highlighted by many researchers (Akinleye, 2001, Ogundare 2001, commeyks 2003). The most importance factors in improving pupils performance in the social studies is by employing seasoned qualified teachers in all schools (Abe and Adu 2003). Okuruwa (2009), found that policy investment on qualified teachers is related to improvement in pupils performance specially, the measurement on quality of teachers preparation and certificate are correlates of pupils performance in the social studies.
Studies have also given different opinions about teachers educational qualification and pupils academic performance in the social studies (Akomolafe, 2001), their opinion central on the fact that formed education on teaching skills and principals improves teachers teaching skills, and pupils learn better under the instruction of teachers who has exposed to the teaching profession as a student (Ijuya 2009).
Investigation to what extent does academic qualification of a teacher influence the pupils academic performance in social studies can be attributed to other factor e.g.fruancy, peer influence, altitude characteristics. Salman (2009), Adu (2013) and Wiki (2013) opinion that, is one of a number of academic and professional degree that enables a person to become a register in the primary school or secondary school. Such qualification include, but are not education (PUDE).The professional Diploma in Education (PDE), Bachelor of Education (N.C.E).
In Ibesikpo Asutan, teacher who are professionally qualified are engaged to carry out instructional process (Alizu and Princewill 2011). Academically qualified and those who have academic training as a result of enrolment into educational institute and obtained qualification such as HND, B.sc, B.A and NCE etc while professionally qualified teachers are those who got professional training gave them professional knowledge, skills, techniques aptitude as different from the general education (Edu and valu, 2012).
They hold degrees like BEd,B.sc, Ed, B.A. Ed and m.Ed and so on. On the other hand, there are studies that have found no significant relationship between teachers qualification and pupils academic performance for instance, Igwe (2009) investigate the influence of teachers qualification on academic performance of teachers qualification on academic performance of student in science in Kano state. The researcher found no significant relationship between teachers qualification, which contributed manically to the variance with pupils cognitive achievement and Bilesanmi (2009) and Okonroa (2011) found that teacher’s experience was highly significant on academic performance in social studies.
They jointly opined that pupils do not understand social studies when it is taught by ineffective teacher. Izumi and Evess (2002) buttressed this by saying that teacher quality is the most important among other critical factors like quality circular, founding small class size, large class size learning strategies among others.
Hence Lassa (2008) argued that no one gives what he/she does not possess, he further said that no matter how good a course curriculum is, if we do not have good well trained, qualified and motivated teachers, we may not achieved that desired goals. In view of this, a teacher is one who has been exposed to a good measure of training in a teaching subject area as well as in professional education such professional qualification teachers many according to the Federal Ministry of Education (2004) fall into a number of academic categories, it is regarded that the trained teacher are someone who underwent and completed his education in a formal teacher training institution or in a planned programmed of training.
Among such area of training may include principles and practice of education as well as being exposed to an observed of internship either after or as part of the period of training. People who fall within this category should under normal circumstances be able to fulfill the various function expected of teachers within and outside the four wall of the classroom.
Teacher’s Qualification and Pupils Academic Performance in Primary Schools
Furrugia (2007) perceived a professionally based knowledge in the theory and practice of education as well as find job satisfaction in the belief that he/she is making an important contribution to the social, cultural and economic development of his/her country. Such a teacher should equally be understanding pupil’s abilities to exploit education benefit of social context within he/she lives. He / she should be able to assist pupils to reach their full intellectual and social potentials.
The major determinant to the way a teacher organizes the learning/classroom environment and the mode of instruction/instructional materials chosen for the lesson is the reflection of the teachers’ qualification, in resent time; policies on education are permitted to teach as teachers in Nigeria Primary Schools. There are two arguments for applying the policy which are:
- Only qualified teacher can stimulate pupils’ interest in social studies, hence pupils enjoy the arc time participation in the learning experience exercise and the exercise bring abstract concept to real life situation.
- Only qualified teachers can provide powerful demonstration on the stylize model taught at the primary schools level.
It is further believed that those who teach social studies as a subject in Nigeria Primary School have different attitude towards the mode of presenting instruction of pupils, those who received formed training in teaching shows a positive attitude towards the mode of presenting instructions compare to those embarking on their chosen trained career. It is against this back drop that this research Teacher Qualification and Pupils academic performance in social studies among primary school in Ibesikpo Asutan Local Government Area become necessary in order to know if teacher’s qualification has any significant effect/influence on pupils performance in social studies or not.
1.2 Statement of the problem
Teaching and learning of social studies depends to a large extent on teachers’ own knowledge of the content and ability to adequately deliver the instruction to the pupils. However, a lot of variables may inhabit or hinder effective dissemination of knowledge to the understanding of the content by the pupils; such variables may be lack of qualified teacher, teacher’s qualification, experience, teacher characteristics among other. In doing all these, the advantages of a good teachers qualification and hence the effectiveness in enhancing pupils academic performance will be highlighted.
The teacher qualification such as being sympathetic, kindness, the arctening type of the pupil’s problems and his effective teaching methods which is believed will problems and his effective teaching methods which is believe will promote a healthy and good performance of the pupils will also be of a focus.
1.3 Purpose of the study
The purpose of the study was to examine teacher’s qualification and pupils academic performance in primary schools social studies in Ibesikpo Asutan Local Government Area. Specifically the study sought to:
1 Determine the academic performance of the pupils taught by teachers holding Nigeria Certificate in Education (NCE) and those taught holding Bachelor of Science (B.S.C.ed) in social studies.
2 Determine the academic performance of pupils taught by social studies professional and those taught by non-professional teachers.
1.4 Significance of the study
It is anticipated that the findings of this study would be immense benefits to teachers, education planners and policy makers, school administrator, researchers and other state holders in the education sub-sector in the following ways:
- It would reveal if teachers, experiences and teaching effectives among teacher of social study in primary schools account for the poor academic performance of pupils in social studies.
- It would make known the specific teachers affect student teaching social studies in primary school.
- It would provide government with research data in planning for the several development of the school system.
- It will add to the body of existing literature on teacher qualification in relation to pupil’s academic performance.
- Finally, it academic would serve as a research on teacher’s qualification in relation to pupil’s academic performance not only in social studies but other school subjects.
1.5 Research Question
The following research question was raised to assist the study:
1 Is there any difference between the performance of pupils taught by the teachers holding Nigeria Certificate in Education (N.C.E) and those holding Bachelor of Science Education (B.S. C.ed) in social studies?
2 Is there any difference between the pupil’s performance taught by professional teacher and those taught by non-professional teacher in social studies?
1.6 Research Hypothesis:
1 There is no significant difference in academic performance of pupils taught by national certificate in education (NCE) and those taught by holder of Bachelor of Science of Education (B.sced) teachers in social studies.
2 There is no significant difference in academic performance of pupils taught by professional and those taught by non-professional teachers in social studies.