The Impact Of Teachers’ Variables On Students Learning In Biology In Secondary Schools
CHAPTER ONE
INTRODUCTION
- Background to the Study
Teaching is generally described as the process whereby a specialized skill is used to develop normal knowledge in learners. Teachers have been identified as the heart of the educational process and the main determinant of the quality and effectiveness of its results. According to Awaka (2011), the main bottleneck to the improvement of students’ academic performance is the recruitment of experienced and qualified teachers. He noted that teachers’ behaviour is not only influenced by their beliefs, but also by their attitude toward teaching. And that attitude is defined as internal beliefs that influence personal action and learning include; work values, teaching methods, teachers’ qualifications and teachers’ commitment among others.
Dada (2007), submitted that teachers are more likely to exhibit more enthusiasm in preparation and presentation of less when they are apathetic or indifferent towards students (learners). It is crystal clear that the presence of financial and material resources alone cannot get things done effectively except human beings are available with the necessary participation to make use of money and machine. In the school setting, goals and objectives are achieved through the efforts of the people. The knowledge that could be imparted if human resources are not available or adequate. It is also pertinent to say that teachers are indispensable human resources in the educational system.
The Impact Of Teachers’ Variables On Students Learning In Biology In Secondary Schools
This is so because teachers interpret the aims and objective of education to ensure that the students are educated in accordance with them since quality outputs depends on quality inputs, the success, and quality of education depends on effective teachers, (Obadara, 2009). The concept of teachers’ behavioural traits, teachers’ qualifications, and teaching effectiveness are multi-dimensional. This involved interplay of various elements in the workforce.
Teachers are role models to the students because as they act, so do the students demonstrate and perfect such acts or behaviour. It is very unfortunate that little did many teachers realize that the manner they handled the teaching of biology as a subject, behaving and interacting with the students in biology teachers could produce a major effect on students’ achievement. Some teachers seem to have developed a negative attitude toward teaching the students, this subject (Biology) that is very vital to human living.
A close examination of the submissions of Ali et al (1990) and Duyilemi (1996), revealed that academic achievement may be dependent upon a positive attitude from the teachers and the students in the teaching/learning process.
Biology as a branch of science is very important, particularly in health, nutrition, and agricultural science and therefore should be effectively taught and learned in schools from another perspective. Orlando, (2011) highlights the characteristics or variables of an effective teacher to include respect for the students, creating a sense of belonging in class, warmth, and accessibility, setting a high expectation for students, love of learning, competence, and qualification.
To this end, (Park,2008) has indicated that the person qualified the teacher can either mark or make the lesson delivery in a given subject in school. Accordingly, some people blame the teachers for the poor performance of students in the school. Umoren and M. Ogbodo, (eds) (2001). It is based on the assertion that this study sought to determine the influence of the teachers’ variables on the students’ learning in biology in Ikono Local Government Area.
- Statement of the Problem
Science teaching, especially Biology, at the secondary school level has been the concern of government and parents. Stakeholders in education blame students for general unpreparedness for examination as one of the major causes of students’ poor learning. The teachers are also blamed for a lack f dedication to their duties which has inadvertently affected the academic performance of students. Whoever is culpable, the general view is that teachers are indispensable in the teaching and learning process.
The Impact Of Teachers’ Variables On Students Learning In Biology In Secondary Schools
The West African Examination Council (2001) annual report, noted that one f the factors responsible for the poor performance is subject matter mastery by the teacher which makes the teaching ineffective. It resulted in discouraging students from learning. This shows that where a teacher exhibits an unprofessional variable, the students are classroom to fail and continual failure discourages and in most cases develops a hatred of the lesson. They may outrightly refuse to attend such lessons. The total end product could be seen in the final examination.
Based on the extent to which the teachers’ variables affect students’ learning of Biology in Ikono Local Government Area.
- Purpose of the Study
The general purpose of the study was to investigate the impact of teachers’ variables on students learning in Biology in secondary schools in Ikono Local Government Area.
Especially, the study sought to:
- Examine the relationship between teachers’ years of service and effective teaching of Biology in secondary school in Ikono Local Government Area.
- Determine the relationship between teachers’ qualifications and effective teaching of Biology in secondary school in Ikono Local Government Area.
- Assess the relationship between teacher’s knowledge of the subject matter and effective teaching of Biology in Ikono Local Government Area.
- Significance of the Study
Significantly, the study will be in the following ways:
- It will serve as reference materials t the student and researcher in the same or similar topic.
- It will help to sensitize teachers on the need to examine their effectiveness in the teaching and learning of Biology.
- It will help to keep the government abreast of the need to provide adequate instructional materials and effective teaching aids for the teaching and learning of the subject.
- Research Hypotheses
The following research hypotheses were generated to guide the study:
- There is a significant relationship between teachers’ years of service and effective learning of Biology in secondary schools.
- There is a significant relationship between teachers’ qualifications and effective learning of Biology.
- There is a significant relationship between teachers’ knowledge of subject matter and effective learning of Biology in secondary school.
- Limitation of the Study
In the course of conducting the research, the researcher was faced with certain challenges which were formidable to the success of the study, and prominent among them included finance and shortness of time to carry out the study effectively and report on it.
- Delimitation of the Study
This research work focused on the influence of teachers’ variables and effective teaching of Biology in secondary schools in Ikono Local Government Area of Akwa Ibom State. It covers only public secondary schools and Biology teachers selected from public secondary schools in the study.
- Operational Definition of Terms
Teachers’ Variable: This refers to as qualifies that can be measured with tests or derived from the academic records or there are elements that are liable to very such as teachers’ attitudes qualifications, teaching skills, years of experience and enthusiasm, etc.
Teachers Qualification: This refers to the level of education; knowledge or skill that a teacher has that matches his eligibility for a classroom duty.
Experience: It is knowledge or mastery of a subject gained through involvement in or exposure to it.
Teacher: This is a person who has the aptitude to teach and who has undertaken a period of professional training.
Biology: This is the scientific study of the natural process of living things.
The Impact Of Teachers’ Variables On Students Learning In Biology In Secondary Schools
Thanks for sharing.