CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Experience has shown that Science is the bedrock of all technological breakthroughs. It is

through science that man has been able to expand his knowledge and exert pressure and exercise

control over his environment. According to Owo (2000) the development of science and

technology had a practical application and it was largely responsible for transforming the erstwhile

societies of the western world into advanced societies. The importance of science in this

technological era can, therefore, not be overemphasized. Fafunwa (2008) is of the view that we

are living in a world where science and technology have become integral part of the world culture

and any country that overlooks this significant truism does so at its own peril. Wasagu (2008)

opened that science does not only affect us at any given time of our daily existence, it digs and

pursues us. This implies that science lives with us and affects our living, both as individuals and

as a society. Hence, the teaching of science to the majority of school population is to help the youth

adjust to the product of science and technology that surrounds them.

The teacher serves as the most important science curriculum implementer in the classroom

(Ume ,2003 and Aweh, 2004). Teachers all over the world are recognized as critical factors in the

delivery of quality education at whatever level (Ike & Iheberenu, 2008). Becki (2003) opined that

the successful attainment of the educational aspiration of any country depends on the inputs of its

teachers. The recognition of the key role of teachers in any curriculum implementation has

prompted several interaction studies in science classrooms in Nigeria (Adeniji, 2013;

Okebukola, 2013; Eshiet, 2004; Salan, 2006; Nworgu , 1997; Awotua-Efebo, 2002; Effiong and

Enukoha, 2004; Kalu, 2004 and Edu, 2006). These studies have all acknowledged a need for
improvement in the level of abilities in teachers for them to be able to effectively teach, especially

science in our schools.

Teachers cannot be dissociated from the schools they teach and academic results of schools.

It would therefore be logical to use the standardized students’ assessments results as the basis for

judging the performance of teachers. Teachers celebrate and are rewarded when their schools and

teaching subjects are highly ranked. While appreciating the value of rewarding teachers who

produce better results, teachers should also not escape a portion of blame when students perform

poorly. It has been proved that teachers have an important influence on students’ academic

achievement. They play a crucial role in educational attainment because the teacher is ultimately

responsible for translating policy into action and principles based on practice during interaction

with the students (Afe, 2001). In their study, Wright, Horn and Sanders (2007) concluded that the

most important factor influencing student learning is the teacher. Teachers stand at the interface of

the transmission of knowledge, values and skills in the learning process. If the teacher is

ineffective, students under the teacher’s tutelage will achieve inadequate progress academically.

This is regardless of how similar or different the students are in terms of individual potential in

academic achievement.

The gender schema theory states that an individual’s attention and behavior are guided by

internal motivation to conform to gender-based socio-culture standards and stereotyped (Kelly,

White & Small, 2004). Gender has also been noticed as having an important influence of both

vocational and educational options and the ease or difficulty with which science is perceived

(Ranner & Guyton, 2000). There is general believe among science educators that males perform

higher than their female counterparts (Amara, 2005; Reigner, 2003; Enukoha, 2005). On the

contrary, there also abounds evidence that gender disparity in science may not be attributed to
ability but variables such as motivation, culture or other environmental and personal factors

(Lingred, 2006, Akpan, 2007 and Slaven, 2006).

1.2 Statement of the Problem

According to Rivkin, Hanusheck and Kain (2005), there has never been a consensus on the

specific teacher factors that influence students’ academic achievement. Researchers have

examined the influence of teacher characteristics such as gender, educational qualifications and

teaching experience on students’ academic achievement with varied findings. Akiri and

Ugborugbo (2008) found that there was a significant relationship between teachers’ gender and

students’ academic achievement. This is contrary to Dee cited in Akiri and Ugborugbo (2008).

Yala and Wanjohi (2011) and Adeyemi (2010) found that teachers’ experience and educational

qualifications were the prime predictors of students’ academic achievement. However, Ravkin et

al (2005) found that teachers’ teaching experience and educational qualifications were not

significantly related to students’ achievement. Etsy (2005) study in Ghana found that the teacher

factors that significantly contributed to low academic achievement were incidences of lateness to

school, absenteeism, and inability to complete the syllabus. Scholars have posited that various

factors related to the teachers’ characteristics such as their qualification, age, experience, and

gender affect the academic performance of students in Science, Technical Education and

Mathematics (STEM) courses which Basic Science is a part of it.

Basic Science is the foundation for Teaming of specialized science discipline of Physics,

Chemistry and Biology. A credit pass in Basic Science is a pre-requisite for learning of these

specialized science disciplines especially Chemistry which play a central role in science courses

at senior secondary school level. However, there is gradual failing of Basic science by student at

the junior secondary school level thereby reducing numbers of students eligible to study science
in senior secondary school. Teacher characteristics have been identified to play significant role in

student's academic achievement. This study therefore examined effect of Teacher qualification and

gender on academic achievement of JSS II Basic Science Students in Odeda Local Government of

Ogun State.

1.3 Research Questions

The following question will be used for the research:

1. What are the effects of teachers’ gender on academic achievement of JSS II Basic Science

student?

2. What is the impact of teachers’ qualification on academic achievement of JSS II Basic

Science student?

3. Which gender is appropriate that could facilitate easy learning and assimilation of JSS II

Basic Science student?

4. Which teacher’s qualification is appropriate that suits the academic level of JSS II Basic

Science student?

1.4 Research Hypotheses

Ho1: There is no significant difference among the academic achievement of JSS II Basic Science

students taught by teachers of different qualification.

Ho2: There is no significance different between the academic achievement of male and female JSS

II Basic Science Students.

1.5 Objective of the Study

The study aims to achieve the following objectives:

1. To find out the effects of teachers’ gender on academic achievement of JSS II Basic

Science student.
 2. To ascertain the impact of teachers’ qualification on academic achievement of JSS II Basic

Science student.

3. To detect the appropriate gender that could facilitate easy learning and assimilation of JSS

II Basic Science student.

4. To determine the appropriate teacher’s qualification that suits the academic level of JSS II

Basic Science student.

1.5 Significance of the study

The result of this research will be beneficial to the following; students, teachers,

educational administrators, curriculum planners and future researchers.

The outcome of this study will enable the students to understand the influence of teachers’

qualification, gender, experience, techniques, and method of teaching and equipment for teaching

and learning of basic science. However, basic science teachers will be armed with the requisite

information about the various factors that influence students’ academic performance and foster

ways to enhance students’ interest in the teaching and learning process. Also, to improvised

adequate teaching and learning equipment for the effective teaching and learning of basic science.

Again, findings from this study maybe of uttermost importance to educational and

curriculum planners because it would act as a feedback or evaluation to the curriculum

implemented, to ascertain if the required experience, expertise, qualification stated for entry into

secondary teaching, meets the educational needs of the learners, to make further prescription or

better analyze the effects of teachers attitudes on students’ academic performance. Lastly, it will

be of great importance to future researchers who would seek reference on recent literature review

and to give an up-to-date analysis on the basic science teacher qualification and gender for teaching

and learning of basic science

1.7 Limitation of the Study

The researcher was only faced with lack of adequate attention by the respondents as they

busy and therefore had limited time to answer the questions.

The following are also the limitations encountered by the researcher during the study, these

includes inadequate finance of the researcher, limited time for the study, inexperience of the

researcher in research studies and difficulty in finding reliable and adequate data/information for

the study

1.8 Scope of the Study

The study will be restricted to the effect of Teacher qualification and gender on academic

achievement of JSS II Basic Science Students in Odeda Local Government of Ogun State.

1.9 Operational Definition of Term

Effect: The result or outcome of a cause.

Teachers’ qualification: This is the certification, experience, formal education, professional

development, and years of training and licensing of a teacher before they can teach.

Gender: refers to the characteristics of women, men, girls and boys that are socially constructed.

Academic achievement: is the extent to which a student has achieved either short- or long-term

educational goals.

Basic sciences: are defined as the scientific disciplines of mathematics, physics, chemistry, and

biology. They are called basic sciences because they provide a fundamental understanding of

natural phenomena and the processes by which natural resources are transformed.