TEACHER’S COMPETENCE, ATTITUDE, WORK EXPERIENCE AND GENDER ON

STUDENTS’ ACADEMIC ACHIEVEMENT IN BASIC SCIENCE IN IBADAN NORTH-

EAST L.G.A OYO STATE NIGERIA

BY

ADEWONISE, ESTHER ADEBIMPE

MATRICULATION NUMBER:232222

A THESIS SUBMITTED TO THE DEPARTMENT OF SCIENCE AND TECHNOLOGY

EDUCATION, FACULTY OF EDUCATION IN PARTIAL FULFILMENT TO THE
REQUIREMENTS FOR THE AWARD OF THE DEGREE OF MASTER OF
EDUCATION (M. ED) IN SCIENCE EDUCATION OF THE UNIVERSITY OF IBADAN,
NIGERIA.

MARCH, 2024.

i
 CERTIFICATION

I hereby certify that this thesis was carried out by ADEWONISE, ESTHER ADEBIMPE, with
Matric Number 232222 in the Department of Science and Technology, Faculty of Education
University of Ibadan, Nigeria, under my supervision.

_____________ ____________

Dr. Edidong Ukoh Date

B.Sc. (Ed) Hons (), M.Ed., Ph.D. (Ibadan)

Department of Science, Mathematics and Technology Education,

Faculty of Education

University of Ibadan,

Ibadan.

ii
 DEDICATION

This Project is dedicated to the glory of God Almighty and my dear children: Tolu, Jumoke,
Segun, Oyinade and Dorcas.

iii
 ACKNOWLEDGEMENTS

I would like to express my profound gratitude to Almighty God, the one who has been my
shield and comforter, and I enjoyed his loving-kindness throughout this journey.

I would like to use this medium to appreciate my amiable supervisor Dr. (Mrs) Edidong
Ukoh, despite her tight schedule of assignments as the HOD she endeavours to be supportive,
and her motherly affection is highly appreciated towards the success of this research work. I pray
you will be surrounded by those who matter to fulfil your destiny in time, God bless you ma. I
also extend my sincere thanks to Dr. N.A. Omilani, Dr. Mabel, Dr. T. Ojo,Dr. Ogundiji, O. and
other lecturers in the department for their words of encouragement, advice and their contribution
to the development of Science and Technology in Education.

I cannot but appreciate my husband Pastor Adewonise Adeleke Gabriel for his love,
support, encouragement and understanding throughout this journey. Also, I sincerely appreciate
my loving children for their support and assistance. I also appreciate my mentor the lord
Prophetess Olaide Ajiwojesu for her words of encouragement and of hope in the words of God
and ultimate love shown throughout this research work. May the Lord support them all in their
endeavour. Amen.

I would like to acknowledge the contributions of all authors, researchers, and organizations
whose work I have cited and referenced in this research. Their research and ideas have inspired
and informed my work and I am grateful for their contributions to our field of education.

Finally, I would love to express my appreciation to my wonderful colleagues both junior and
senior colleagues, Chief Imam Zikirullaih Ajimoti, Reverend Oluwagbade, Mr Abugan, Mrs
Fawole, and Mrs Kolawole. Mrs Famose, Mr Riliwan, Mrs Ogunmola. Also, my coursemates
needed to appreciate David, Favour, Grace, Moses, Amaka, and Peter for their support. May the
Lord always grant you all your needs and success in your endeavours and you will not be
disappointed in Jesus' mighty name.

I am so grateful to you all and God bless!

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 ABSTRACT

Teachers’ professional competence in teaching and learning is an important factor in

determining the success of a teaching session. Their ability and wisdom in handling learning
activities would have a direct impact on student’s active involvement in learning activities.
Therefore, the development of teachers’ competency involves efforts at fostering positive
attitudes. This research investigated the influence of teachers’ teaching competence, attitude,
experience, and gender on the academic achievement of students in Basic Science at the Junior
Secondary School in Ibadan North-East Local Government Area, Oyo State, Nigeria. The
descriptive survey design was employed to sample five hundred (500) junior secondary school
two (JSS 2) students and their 10 Basic Science teachers selected through purposive random
sampling technique. Three (3) questionnaires were used for this study, including the Teachers’
Teaching Competence Observation Questionnaire (TTCOQ) this instrument was subjected to
Cowher Kappa inter-rater reliability which gave 0.77. Teachers’ Attitude Towards Teaching Basic
Science Questionnaire (TATTBSQ) and Student Basic Science Achievement Test (SBSAT) the
reliability coefficient of these instruments was determined by Cronbach Alpha and the values
obtained were 0.87 and 0.76 respectively. Four (4) research questions were raised, and two (2)
hypotheses were measured. Research questions 1 and 2 were answered using Pearson’s Product
Moment Correlation Coefficient (PPMCC) while research questions 3 and 4 were analyzed using
multiple regression analysis. Hypothesis 1 was analyzed by ANOVA and hypothesis 2 was
analyzed by T-test at 0.05 level of significance. Results revealed the following, there was a
positive strong significant relationship between teachers’ teaching competence and students’
achievement in basic science (r = 0.70; p<0.05). However, teacher attitude showed no significant
correlation with student achievement. Teachers' experience and gender also indicated no
significant effects. The study concludes that enhancing teacher competence through training and
development is crucial for improving student outcomes in Basic Science. The study therefore
recommends ongoing professional development initiatives targeting subject expertise and
pedagogical competencies.

Keywords: Teacher characteristics, Competence, Attitude, Experience, Gender, Academic

achievement, Basic Science.

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 TABLE OF CONTENT

CONTENTS PAGES

Title Page I

Certification Ii

Dedication Iii

Abstract V

Table Of Contents Vi

List Of Abbreviations Vi

List Of Tables Vii

CHAPTER ONE 1

1.0 INTRODUCTION 1

1.1 Background to the study 1

1.2 Statement of the Problem 9

1.3 Purpose of Study 9

1.4 Research Questions 10

1.5 Research Hypotheses 10

1.6 Significant of the study 10

1.7 Scope of Study 11

1.8 Operational Definition of Terms 11

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CHAPTER TWO 13

2.0 LITERATURE REVIEW 13

2.1 Theoretical Framework 13

2.1.1 Social Cognitive Learning Theory.................................................................................13
2.1.2 Implications of Social Cognitive Learning Theory.......................................................16

2.2 Conceptual Review 17

2.2.1 Brief History of Basic Science in Nigeria.....................................................................17
2.2.2 Teachers’ Teaching Competence....................................................................................21
2.2.3 Teachers’ Attitude Towards Teaching............................................................................23
2.2.4 Teachers’ Years of Teaching Experience........................................................................25
2.2.5 Teachers’ Gender...........................................................................................................27

2.3 Empirical Review 28

2.3.1 Teachers’ Teaching Competence and Students’ Academic Achievement in Basic
Science. 28
2.3.2 Teacher’s Attitude Towards Teaching and Students’ Academic Achievement in Basic
Science 29
2.3.3 Teachers’ Years of Teaching Experience and Student’s Academic Achievement in Basic
Science 31
2.3.4 Teachers’ Gender and Students Academic Achievement in Basic Science...................34

2.4 Appraisal of Literature Review 34

CHAPTER THREE 35

3.0 METHODOLOGY 35

3.1 Research Design 35

3.2 Variables for the study 36

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3.3 Population for the study 36

3.4 Sample and Sampling Technique 36

3.5 Research Instruments 37

3.5.1 Teachers’ Teaching Competence Observation Scale (TTCOS).....................................37
3.5.2 Teachers ‘Attitude Towards Teaching Basic Science Scale (TATTBSS)......................37
3.5.3 Student Basic Science Achievement Test (SBSAT)......................................................38
3.5.4 Table of Specification for SBSAT.................................................................................39

3.6 Validity and Reliability of Instrument 39

3.7 Procedures for Data Collection 40

3.8 Methods of Data Analysis 40

CHAPTER FOUR 41

4.0 RESULT AND DISCUSSIONS 41

4.1 Research Questions 41

4.2 Discussions 46
4.2.1 Teachers’ professional competence and students’ academic achievement in Basic
Science 46
4.2.2 Teacher’s attitude towards teaching and student’s academic achievement in basic
science 47
4.2.3 Teacher’s years of teaching experience and Student's academic achievement in basic
science. 48
4.2.4 Teachers’ Gender and Student's Academic Achievement in Basic Science...................48
4.2.5 Joint Contribution of Teacher Teacher’s Competence and Attitude to Students’
Achievement in Basic Science.......................................................................................................49
4.2.6 Relative contributions of teacher’s factors (competence and attitude) to students’
achievement in Basic Science........................................................................................................50

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CHAPTER FIVE 52

5.0 CONCLUSION AND RECOMMENDATIONS 52

5.1 Summary of the Study 52

5.2 Conclusion 53

5.3 Educational Implications 54

5.4 Limitations to Study: 54

5.5 Suggestions for Further Studies 54

REFERENCES 56

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 LIST OF ABBREVIATIONS

MEANING ABBREVIATIONS

Teachers' Teaching Competence Observation Scale (TTCOS)

Teachers' Attitude Towards Teaching Basic Science Scale (TATTBSS)

Student Basic Science Achievement Test (SBSAT)

Pearson product-moment correlation (PPMCC)

Junior Secondary School Two (JSS2)

Teachers Competence Questionnaire (TCQ)

School Principal Questionnaire (SPQ)

Chemistry Achievement Test (CAT)

Social Cognitive Learning Theory (SCLT)

x
 LIST OF TABLES

TABLES PAGES

Table 3.1: Table of specification (achievement test) 35

Table 4.1: Correlation between Teachers’ competence and students’ achievement in Basic
science. 37
Table 4.2: Correlation between Teachers’ attitude and students’ achievement in Basic science. 38
Table 4.3: Multiple regression analysis showing the joint contribution of teacher Teacher’s
competence and attitude to students’ achievement in Basic science. 39
Table 4.4: multiple regression analysis showing relative contributions of teacher’s factors
(competence and attitude) to students’ achievement in basic science. 40
Table 4.5: anova showing influence of teacher’s years of teaching experience on students’
achievement in basic science. 41
Table 4.6: Difference in Students’ achievement in Basic science by Teacher’s Gender. 41

xi
 CHAPTER ONE

1.0 INTRODUCTION

1.1 Background to the study

Science has been and would continue to be of tremendous importance because of its
ability to explain many natural occurrences and the central role it plays in the world’s current
technology development (Osuolale, 2014; Bilesanmi,A. Afuwape, and Jolaosho, 2017 .Science
in modern times has become a critical factor in the determination of the economic well-being of
any nation. Science is acknowledged as an important part of every child’s education. Science
education cultivates student’s curiosity about the world and enhances scientific thinking.
Through the inquiry process, students will recognize the nature of science with the aid of
scientific studies and develop scientific knowledge and science process skills to help them to
evaluate the impact of scientific and technological developments. The emphasis of education is
to enhance students’ scientific literacy through an investigative activity that involves planning,
observing, measuring, analyzing data, designing, and evaluating procedures and examining
evidence. Science education can be seen as learning of science by acquiring and developing,
conceptual and theoretical knowledge through scientific inquiry and problem solving.

The role of science in the world today as a tool for research and technological
advancement, development and environmental sustainability cannot be overemphasized. It is the
bedrock for sustainable development and economic growth of any nation. Science is invaluable
to life because the application of scientific knowledge has helped in providing solutions to major
problems facing the world today and thereby improving the standard of living It is a channel of
knowledge that contributes to ensuring a healthier and longer life, provides cure and vaccines
for life threatening diseases (such as COVID-19), provides the basic necessities of life including
food, clothing, and shelter. Furthermore, the outcomes of scientific research have helped
alleviated environmental problems such as flooding, climatic change, global warming, depletion
of ozone layer, greenhouse effect and pollution. Science is taught as basic science at the junior
secondary school level.

1
 Basic science is a concept in science teaching that came to replace integrated science by
Nigerian Educational Research and Development Council (NERDC) in Nigeria. The 9-year
Basic Science curriculum provides re-alignment and restricting of the revised curriculum for
junior secondary school Integrated Science to meet the target of 9-year Basic Science Education
in National Economic Empowerment and Development Strategies (NEEDS) and the Millennium
Development Goals (MDGS). It is the first form of science a learner comes across at the
secondary school level; hence, Basic science is a core subject in the National curriculum at the
upper basic level (Kim,2008). All students from junior secondary school one to three ( I -III)
classes must offer and study the subject.

Basic science is considered the bedrock of all science subjects at the senior secondary
school (SSS) level that prepares students at the junior secondary school level for the study of
core science subjects (Physics, Chemistry, Biology) at the senior secondary school level (Oludipe
2018). Basic Science is principally referring to as scientific discipline which embraces some core
science subjects, namely: biology, chemistry, physics, and mathematics as well as to their sub-
discipline. Basic Science is given great emphasis in the junior secondary school curriculum
(Okolo, 2018). The objectives of Basic Science teaching in Nigeria secondary schools are as
follows: It enables the learner to develop interest in science and technology; acquire basic
knowledge and skills in science and technology; apply scientific and technological knowledge
and skills to meet contemporary societal needs; take advantage of the numerous career
opportunities provided by science and technology; become prepared for further studies in science
and technology; avoid drug abuse and related vices, and be safety and security conscious (FRN,
2014).To achieve the stated objectives of basic science, it calls for effort and encouragement in
diverse ways due to benefits therein. As good as it is, studies have shown that students have
various challenges in basic science.

According to Anna (2015), challenges of basic science ranges from lack of motivation of
teachers, lack of interest among students, medium of instruction and lack of infrastructure
among others. Similarly, Marafa and Akintola (2020) argued that school science teachers lack
the skills to fully utilize technology in curriculum implementation; the teacher rely on traditional
chalk and duster approach. Anna (2015) went further to establish that science teachers are not
yet computer literate. Many basic science teachers are hardly creative in terms of exploring the

2
environment for the purpose of identifying and using resources for teaching basic science.
Instead they bombard these students with facts using lecture method. According to Olasehinde
and Ademola (2013), gender, school location and the need to incorporate Information
Communication Technology (ICT) into the teaching of science are among the factors that are
challenging. Also, Mbenefo (2015) revealed that one of the challenges of developing creative
thinking skills in basic science students is that the teachers are not adequately prepared to teach
the students, using appropriate instructional methods. Adegoke (2010) observed that the
conventional lecture method is the dominant approach used by teachers in Nigeria. This teaching
method does enable students to be active participants in learning process and hence the students
are generally passive in the learning process. The lecture method which is mainly teacher-
centered approach does not help the students think as they are often not involved in the learning
process. It is therefore grossly inappropriate in fostering science skills and critical thinking
challenging basic science teaching in Nigerian schools. Also, it has been established that the
teacher overload the students with copying notes and assignments, most basic science teachers
are not dedicated to their jobs and this could be as a result of the issue of salaries (Anna (2015),
Marafa and Akintola (2020), Olasehinde and Ademola (2013).The stated challenges confronting
basic science teaching has lead to its poor academic performance in junior secondary schools.

Academic achievement is regarded as students’ score or grade in a test or an examination.

Okonkwo (2016) stated that academic achievement is a scholastic position of a student at any
given time.It is the acquisition of knowledge that is evident in the overall score students obtained
from an examination. The poor achievement in basic sciences has attracted the concern of all
stakeholders, including researchers.Various studies conducted by several empirical researchers
(Betiku, (2001); Omole, (2003); Ferdinand (2007) and Ogunnika (2018) have concluded that
students’ academic achievement in basic science in Nigeria is poor and needs improvement.
Abonyi and Ibe (2014) also noted poor academic achievement in basic science in the studies they
carried out. In close resemblance to the reports above is the conclusion made by Oyedeji (2010)
where he lamented that Nigeria remains an underdeveloped economy principally because of the
unsatisfactory status of her science education especially in the junior secondary school. He
further asserted that relevant statistical details on basic science showed that there is crisis in

3
 the area of science teaching. Several factors have been identified as the cause of poor
performance in the academic achievement of students in schools. These factors include school-
teacher-related characteristics, teaching methods, social incentives, and a host of others (Abonyi
and Ibe, 2014; Ogunkola, 2008) concluded that poor methods and strategies of teaching are the
major cause of poor academic achievement in basic science. Some other researchers like
Mandor (2002), Ezema (2004) and Ekon (2013) have also stated from their findings that one of
the major causes of students’ failure in basic science is lack of efficient teaching methods by the
teacher. By implication, teacher is a major factor in achieving educational goals and objectives.

Teachers are vitals prerequisites for student attainment of educational goals and objectives. The
teacher holds the “axis” upon which the world of education rotates .This implies that there can
be no quality Basic Science education without equipped, prepared and competent teachers who
possess the pedagogical skills, teaching methods, attitude, work ethnics, responsibilities and
interpersonal relationship. Therefore, the teacher is expected to provide a conducive atmosphere
for the students to observe, ask questions and be involved in problem-solving activities and open
-ended field or laboratory exercises, teachers are the controller of learning experience that goes
on in the classroom. The teachers are instructors of the students while carrying out their duties.
This depends on the teachers’ characteristics and professional training he/she acquired during
his /her pre-service years. According to Nwogu and Anyaegbunam (2016) there are many
teachers’ characteristics that are capable of setting up a situation in which students can learn
effectively with high achievement .Since the teacher is the key implementer of the curriculum
and controls what goes on in the classroom. The present state of students achievement in basic
science cannot be tackled without investigation into teacher characteristics with a view of
proffering solution. Certain teacher-related characteristics have been blamed for the dramatic
drop in academic achievement in basic science. These teacher characteristics have been noted as
potential determinants of the academic success of students. Teachers’ characteristics need to be
clearly identified and standardized in line with what students need to succeed. It is strongly
believed that teachers will strongly influence the academic achievement of their students in basic
science. Therefore, academic success of students may be influenced by factors including the
teachers’ teaching competence, years of experience, gender, and educational attitude of teachers.

4
 According to Amresh et al, (2020) competency can be defined as the amalgamation of
knowledge, skills, and abilities requisite for the accomplishment of a successful job. Teacher
competence is an intellectual aptitude that exists within the minds of teachers and is manifested
through the execution of their professional duties in accordance with established standards. It
enhances a teacher’s ability to create an environment that is fair, understanding, and accepting of
diverse students' ideas, experiences, values and backgrounds. A competent teacher is the most
critical piece in improving student’s achievement and closing the achievement gap. The single
most important influence on students learning is the quality of teaching, yet most schools don’t
define what good teaching is (Danielson, 2006). Awodiji, Ogbudinkpa and Agharanya(2020)
opined that in any developing country,there is an ever increasing need for re-training of teachers
in order to facilitate efficient and effective implementation of curriculum for teching
productivity and functional Nigerian educational system. The rate of academic development and
the increasing demand with regards to knowledge-based economy and technology advancement
require a constantly and regularly update of teaching workforce. Thus, teachers that are
professionally trained and have acquired required skills are expected to expose to recurrent
training due to the changing in job content environment. To meet these requirements, teachers
professional development and competence must become a life-long process. Also effective and
efficient curriculum planning and implementation involves professionally competent teachers
because they constitute the vital force as part of the implementer of the curriculum at every
stage of the educational program. Teachers’ competence in teaching and learning is an important
factor in determining the success of a teaching activities since the quality of teachers based on
the quality of their output. Therefore goals of FRN (2014) can be achieved largely based on the
competency of the teacher to tailor the learning activities to the learner. The teacher needs to be
knowledgeable, versatile, and must be able to employ variety of techniques in carrying out
teaching and learning process successfully. Hence, every basic science classroom teacher is
expected to possess and apply requisite competences in delivering his/her skills during the class
activities.M.C.Leod (in Usman, 2014) explains that competence of a teacher is the teacher’s
ability to implement the obligations in a responsible and viable way. Asides from teachers’
competence, teachers’ attitude also determines students’ achievement in basic science.

5
 Attitude refers to predisposition to classify objects and events, to react to them with
evaluative consistency (Orunaboka, 2011). Teachers’ attitude can be described as the way
teachers perceive and think that may lead to the actions they would take related to their teaching
practices in the class.A person who shows a certain attitude towards something is reacting to his
conception of that thing rather than to its actual state. Attitude are formed by people as a result of
some kinds of learning experience, if the experience is favourable a positive attitude is found and
vice versa (Orunaboka, 2011). The attitude people hold can frequently influence the way they act
in person and larger situation. For this reason, administrators, psychologists and sociologists are
concerned with attitude development, how they affect behaviour and how they can be changed
(Olasheinde and Olatoye, 2014).The attitude of a teacher, consciously or unconsciously, can
greatly affect students' academic performance in basic science.A teacher's attitude is said to
affect the way he presents the material to the students, which in turn affects students'
achievement (Adedapo, 2013).Teachers of basic science are instrumental in providing quality
learning experiences for students to explore how both their natural and physical worlds and
science itself work. In a study of the relationship between science teacher characteristics and
students' achievement and attitude, Oyediran (2009) reported that teachers' knowledge of the
processes of science and teachers' attitudes towards science teaching was positively related to
students' achievement in science and students' achievements and attitudes respectively.
Moreover, the personality traits of the teachers are more powerful and influential than the course
contents or instructional strategies used in the classroom (Raimi, 2012). If a teacher appears not
interested or careful about a particular subject or student, he/she will be unable to foster a
supportive learning environment. In addition to that, teachers with negative attitudes in teaching
science may not be as approachable to students as teachers who are positively motivated. So
students may find it difficult to approach the teacher in their free time to clear their doubts on the
grey areas of the subject he/she teaches. The teacher is the builder, whose performance depends
on adequate qualification, attitude, mastery of the subject matter and years of experience,
(Amasuomo and Ntibi (2017) and Ntibi and Orim (2017).

Teacher’s years of experience refers to the number of years of full-time classroom tutor event
a teacher had in the school setting (Hanover, 2016).Akinsolu (2010) defined the teaching
experience of a teacher as the routine gathering of the students, the planning and delivery of

6
instruction, the creation of learning materials, and the evaluation of the students to ascertain what
they have learned experiences and can offer insight and ideas to the teaching and learning
process. They are also more receptive to criticism and less authoritarian in the classroom.
According to Gibbons,as cited in Agharuwhe (2013), students who are taught by more
experienced teachers perform better academically because these teachers are more adept at both
teaching the subject matter and dealing with a variety of classroom issues. The effectiveness of a
teacher increases systematically with increase in number of years of teaching. Schuler (2018)
classified teachers into four categories based on teachers' experience on students' academic
progress (1- 5, 6-10, 11-16 and more than 16 years). The study's findings indicated that first-year
teachers and experienced teachers perceived their teaching goals differently. It revealed that
experienced teachers were much more subject-oriented than first-year teachers.

Therefore, the amount of teachers’ subject-matter expertise, which Mullens (2019)

recognized as a primary drive of students' academic achievement which might be used to gauge
effective teaching. Teachers' experiences can therefore either improve or lower students'
academic achievement. By implication, teachers with less years of experience have a lower
academic accomplishment rate than those with more. Papay and Kraff (2014) stated that
inexperienced teachers are teachers with few years into the teaching profession trying to survive
in the classroom because they are building key classroom management skills, learning the
curriculum and adding to their instructional skills. According to Zuzovsky (2008), there is a
positive relationship between teachers’ effectiveness and their years of experience on students’
achievements. Inexperienced teachers are less effective than experienced teachers.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. Contrarily, Adewale (2016) found that experience had no significant correlation
with pupils’ achievement in mathematics. Also, Ravkin et al (2005) found that teachers’ teaching
experience and educational qualifications were not significantly related to students’ academic
achievement. Among other factors that might affect students’ achievement in basic science is
gender.

Gender refers to a sociocultural construct that connotes the differentiated roles and
responsibilities of men and women in particular society. (Singh 2010).Gender sensitivity has

7
been observed in Basic Science as one of the factors that affect the performance of students in
Basic Science. Most male students out-performed female students in science related subjects due
to the psychological ability of the male students to withstand difficult tasks compared to their
female counterparts who go for easy ways of life or less boredom tasks (Bichi, 2002). Similarly
there is a common belief that male teachers are more energetic, efficient and more committed to
their duties than female teachers. Aniugwu as cited in Okolo (2018) asserted that gender issues in
Basic Science have a source of aversion and that Science related subjects has been male
stereotyped since it was regarded as abstract and difficult subject as well as attributes which boys
were attracted to. Ani et al. (2020) in the study conducted, observed that male teachre performed
better than their female counterparts when teaching Basic Science. In view of the fact that gender
of participants may have impact on the students’ academic performance . Akiri and Ugborugbo
(2008) found that there was a significant relationship between teachers’ gender and students’
academic achievement. Kolawole (2017) found that males performed better than females in both
cooperative and competitive learning strategies when he conducted a research on the effects of
competitive and cooperative learning strategies on Nigerian students’ academic performance in
mathematics.

The prevailing conditions of these factors would have a positive or negative

influence on instructional quality in school, which may translate to either good or poor academic
achievement of junior secondary school basic science students. Orlando (2013) listed nine
characteristics of an effective teacher which are respect for students creating a sense of
community and belonging in the classroom warm, accessible ,enthusiastic and caring ability to
set a high expectations for all students has his own love for learning ,a skilled leader ability to
shift-gears ’and flexible when a lesson is not working in collaboration with colleagues on an on-
going and maintenance of professionalism. Hence the study posed the following questions. Do
Basic Science teachers in junior secondary schools in Nigeria possess those characteristics of an
effective teacher? What is the cause of low students’ academic achievement in Basic Science
been persistently reported low? Therefore, the study would tend to address these questions.
Since, Basic Science is important for national development and incidentally serves as foundation
for advance learning of science (Biology, Physics, Chemistry) and professional courses in the
field such as medicine pharmacy, nursing and other allied courses .Considering the importance

8
of the subject, the poor academic achievement in Basic Science should therefore be a thing of
serious concern to the nation as low performance demoralizes students interest from taking
science courses . It is against this background that this study would investigate the influence of
the following: teachers’ characteristics; teachers’ teaching competence; teachers’ attitude towards
teaching; teachers years of experience and gender on student academic achievement in Basic
Science.

1.2 Statement of the Problem

Basic Science is the core subject in the National curriculum at the upper basic level and is
a first form of science a learner comes across at the junior secondary school level; it is the
bedrock of all science subjects at the senior secondary school (SSS) level that prepares students
for the study of core science subjects (Physics, Chemistry, Biology) at the senior secondary
school level. It embraces some core science subjects, namely: biology, chemistry, physics, and
mathematics as well as to their sub-discipline and it cuts across the school curriculum that is
needed in all branches of science, applied science and social sciences. In recent years, there has
been a persistent issue of low achievement in basic science among students. This has raised
concerns among stakeholders in the education sector and prompted questions about factors that
could be responsible for low academic achievement in basic science: among the factors reported
and identified by various researchers include; poor infrastructure in schools, absence of
standard laboratory, lack of teacher competence, lack of qualified information and
communication technology experts, attitudes of science teachers towards information and
communication technology utilization, poor laboratory facilities, not conducive environment,
lack of relevant science instructional resources, lack of in-service training for the teachers, poor
attitude of students towards learning, low self-esteem, outdated teaching materials in schools,
shortage of qualified teachers, home factors, school environmental factors, the teacher
pedagogical practice among others. However, the majority of these studies were conducted for
other subjects and in other part of the state. Consequent to this, this study investigated teachers’
teaching competence, attitude towards teaching, experience and gender as the determinants of
students’ achievement in Basic Science in Ibadan North-East local government area Ibadan of
Oyo state.

9
1.3 Purpose of the study

The general objective of this study is to examine the relationship between teachers’
characteristics: teachers’ teaching competence, attitude towards teaching, work experience and
gender on students’ academic achievements of junior secondary school two (JSS2) in Basic
science in Ibadan North-East Local Government Area of Oyo State Nigeria.

1.4 Research Questions

The following research questions were raised to assist the study.

1. What relationship exists between teachers’ competence and students’ achievement in Basic
Science.
1. What relationship exists between teachers’ attitude and students’ achievement in Basic
science.
2. What is the joint contribution of teacher’s factors (competence and attitude) to students’
achievement in Basic Science?
3. What is the relative contribution of teacher’s factors (competence and attitude) to
students’ achievement in Basic Science?

1.5 Research Hypotheses

The following hypotheses were formulated and tested in the study.

H01: There is no significant relationship between teacher’s years of teaching experience

and students’ achievement in Basic Science?

H02: There is no significant relationship of teacher’s gender (male and female) and
students’ achievement in Basic Science.

1.6 Significant of the study

The findings of this study would be useful to students of Basic Science, teachers of Basic
Science, educational policy makers, the Government, and society at large. This would contribute
10
to the better achievement in Basic science. The study is expected to serve as reference or guide
for the students of Basic Science, it would also enable students mostly in Oyo State, Ibadan
North- East local Government Area to know the interrelation between students’ academic
achievement and teachers’ characteristics. Teachers of Basic Science also stand to benefit from
the study as in choosing training and development programs that would help them to improve
their quality, skills, attitude, knowledge, mastery of the subject matter and to adapt to the new
innovations in teaching and learning method, all which would lead to better academic
achievement on the path of the students. Educational policy makers would benefit immensely
from the findings of this study as a medium for understanding their roles in as key players in the
promotion, teaching and learning process in their domain, the findings would be valuable in
terms of monitoring assessment in connection with accountability or reading of standards,
assessment of teachers for professional improvement, determining teachers’ fitness for promotion
as well as for refining professional classroom practices. Government agencies and the society at
large and most especially relevant agencies that oversee personal administration in junior
secondary schools, by the findings, they would be assisted to take cognizance of these qualities,
thus, emphasize them during recruitment exercise of teachers and ongoing teacher
administration. This would help to ensure a qualitative recruitment exercise. In this connection,
this study provides a valuable reference for other schools to reflect upon, the schoolteachers’
characteristics as it affects the academic performance of students in junior secondary schools.

1.7 Scope of the study

Geographically, the study was limited to Oyo State, Nigeria and comprised all public
junior secondary schools in the Ibadan North-East Local Government Area. The content scope
focused on teachers’ factors, these include teachers’ professional competence, attitude toward
teachers, work experience and gender. The class scope in this study involved all junior secondary
school year two

1.8 Operational Definition of Terms

The following operational definitions of terms are explained for the study:

11
  Basic Science: This is an enquiry-oriented discipline that helps in sharpening the
learner’s intellectual developments and build his attitudes. Also conceived as teaching of
science as unified subject, holistic way of knowing about world. Emphasize the
fundamental unity of science and lead toward understanding of the place of science in
contemporary society.
 Teachers’ Characteristics: These are attributes, characters and behaviors exhibited by
teachers in the classroom and during teaching and learning process.
 Academic Achievement: This is the extent to which a student, teacher or institution has
attained their short- or long-term educational goals. The students’ scores in the Basic
science test were measured with Student Basic Science Achievement Test (SBSAT)
 Teachers’ Competence: This is the ability of a Basic science teacher to apply knowledge
skills and experience in performing teaching activities to produce a required learning
outcome. This was measured using the Teachers’ Teaching Competence Observation
Questionnaire (TTCOQ)
 Teachers’ Attitude: This is a teacher’s predisposition to respond in favorable or
unfavorable manner towards the teaching and learning of Basic science. It was measured
using the Teachers’ Attitude Towards Teaching Questionnaire (TATTQ).
 Teachers’ years’ experience of Teaching: This refers to work experience teacher has as
it expresses the length to time a teacher has been on the number of years a teacher has
been teaching. It was measured with Teacher’s demographic information.

Teachers’ Gender: This is based on the gender identity of an individual or a teacher. This is
a psychological experience of being male teacher or female teacher, it is a person’s own sense
of identification as distinguished from actual biological sex.It refers to the characteristics of
women, men, girls, and boys that are socially constructed. It was measured with the
demographic information of the teachers.

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 CHAPTER TWO

2.0 LITERATURE REVIEW

In this chapter, a review of related literature was discussed according to the following
headings:

2.1 Theoretical Framework

2.1.1 Social Cognitive Learning Theory of Albert Bandura as cited by Alice Adino (2015)

2.2 Conceptual Review

2.2.1 Brief History of Basic Science in Nigeria.

2.2.2 Teachers Characteristics

2.2.3 Teachers’ Teaching Competence

2.2.4 Teachers’ Attitude Towards Teaching

2.2.5 Teachers’ Years of Working Experience

2.2.6 Teachers’ Gender

2.3 Empirical Review

2.3.1 Teachers’ Teaching Competence and Students’ Academic Achievement

2.3.2 Teachers’ Attitude Towards Teaching and Students’ Academic Achievement

2.3.3 Teachers’ Years of working Experience and Student Academic Achievement

2.3.4 Teachers’ Gender and Students’ Academic Achievement

2.4 Appraisal of Literature

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2.1 Theoretical Framework

2.1.1 Social Cognitive Learning Theory

Certain theories abound in many studies which are related to an understanding of teachers’
characteristics and academic achievement of students. Therefore, the Social -Cognitive Learning
Theory by Albert Bandura as cited by Alice Adino (2015) would provide the theoretical
framework for this study as it explains how teacher characteristics (teacher factors; attitude and
competence) influence students’ behavior (academic achievement in Basic Science).The theory
expanded from social learning theory soon became known as social cognitive theory. (Bandura,
1999). Therefore, this study would focus more on learning theory according to the behaviorism
theory proposed by Albert Bandura .He connected behaviorist learning theory with cognitive.
This theory is often a bridge between behaviorist and cognitive learning theories because it
contains attention, memory, and motivation. Bandura assumes that direct reinforcement cannot
explain all types of learning. Therefore, in his theory, he added a social element: people can learn
new information and behavior by paying attention to another people attitude.

The theory attempts to tackle the factor or force that influences one to behave in a certain
way. Social learning theory is increasingly cited as an important component of managing desired
behavior change. In this case the influences that changed the teachers’ attitudes to be positive or
negative towards teaching of Basic science. The theory further point out that human behavior is
due to a reciprocal determinism that involves behavioral, cognitive, and environmental factors.
Contemporary psychologists agree that attitudes are vital due to the fact that they act as directive
factors in daily endeavors of mankind. Jung (2015) asserts that the basic work of attitudes is to
give some form of organization of the universe we live in. Moreover, they act as standards that
assist human beings to understand the world. Both the teachers and the students would always
form certain opinion in regard to the tasks ahead of them. Basic Science may be viewed either
negatively or positively and this will determine the level of success in the task to be undertaken.

Social cognitive theory is based on the idea that we learn from interactions with other
people in social settings. In addition, by observing the behavior of others, people can develop
similar behaviors. After observing the behavior of others, people will assimilate and imitate the

14
behavior, especially if the experience of observation is positive and related to the observed
behavior. The theory suggests that people learn through observation and interaction with their
environment, and cognitive processes, such as attention. Knowledge, perception, memory, and
problem- solving play a central role in their learning and behavior. Based on the above
discussion Social Cognitive Learning Theory (SCLT) is a learning theory which has come out on
the ideas that people learn by watching what others do, and that human thought processes are
central to understanding personality.

According to (Green and Peil, 2009), social cognitive theory, people’s thoughts, and beliefs,
as well as their social and physical environment, influence their own behavior and their thoughts
and those that surround them. Social Cognitive Theory of Learning (SCLT) has been used to
explain a wide range of phenomena, including learning, memory, motivation, and social behavior.
It has also been used to develop interventions and strategies for changing behavior and improving
learning and performance. Social cognitive learning theory is the overarching theoretical
framework of the self-efficacy construct(Bandura,1986).Within this perspective, one’s behavior
is constantly under reciprocal influence from cognitive(knowledge, perception, problem -solving
habit),personal factors and environmental influences(such as teacher’s attitude and competence
towards teaching student for academic achievement) Bandura calls this three-way interaction of
behavior ,cognitive factors, and environmental situations the “triadic reciprocity”. Applied to an
instructional design perspective, students’ academic performances (behavioral factors) are
influenced by how learners themselves are affected (personal factors including cognitive,
affective, biological) and teacher characteristics (environmental factors), which in turn builds on
itself cyclical fashion. Bandura altered the label of his theory from social learning to social
“cognitive’’ both to distance it from prevalent social learning theories of the day and to emphasize
that cognition plays a critical role in people’s capability to construct reality, self- regulate, encode
information, and perform behaviors.

The unique feature of Social Cognitive Learning Theory (SCLT) is the emphasis on social
influence and its emphasis on external and internal social reinforcement. Social Cognitive
Learning Theory (SCLT) considers the unique way in which individuals acquire and maintain
behavior, while also considering the social environment in which individuals perform the

15
behavior. The theory considers a person’s past experiences, which factor into whether behavioral
action will occur. These past experiences influence reinforcements, which factor into whether
behavioral action will occur. These past experiences influence reinforcements, expectations, and
expectancy, all which shape whether a person will engage in a specific behavior and the reasons
why a person engages in that behavior. This theory is based six constructs which are reciprocal
determinism, Behavioral capability, observational learning, reinforcements, expectations, and
self-efficacy. Reciprocal determinism is the central concept of Social Cognitive Leaning Theory
(SCLT). It refers to the dynamic and reciprocal interaction of person, environment, and behavior.
It also explains how personalization and modeling are used to enhance the capabilities of human
learning. It is rooted in a view of human agency in which individuals are agents proactively
engaged in their own development and can make things happen by their actions.

Social cognitive learning theory is incorporated in classroom to develop an encouraging

classroom environment, which inspires students to engage in the lesson and enjoy the learning
experience. Social cognitive learning theory suggests that students learn through observation,
developing traits and habits bases on the environment in which they are in .This includes seeing
other students participating in class and choosing to participate as well. The negative side of
social cognitive learning theory also suggests that some actions or attitude of a teacher can deter
students from participating and restrict their engagement in classroom lesson. There are some
factors influence classroom learning such as:attention, retention, reproduction, and motivation.
Basic science teacher is expected to teach accordingly in the class. Social cognitive learning
theory provides the theoretical framework for this study as it underscores the teachers’
characteristics influence the academic achievement of Basic science students relationships. The
Teachers’ teaching Competence, Teacher’s attitude towards teaching, working experience of the
teacher and teachers’ gender in teaching Basic science.

2.1.2 Implications of Social Cognitive Learning Theory

Bandura’s social cognitive learning theory has several implications for education. Firstly, it
emphasizes the importance of the social environment in learning, suggesting that much of human
learning occurs through interactions with others. This highlights the significance of creating a
16
diverse and autonomous learning environment that promotes cooperation and coordination
between schools and society. Secondly, the theory emphasizes the role of modelling in learning
and performance, suggesting that individuals learn by observing and imitating others. This
implies that educators(teachers)can use modelling techniques, such as the use of pictures and
videos, to effectively teach and reinforce desired behaviours. Lastly, the theory highlights the
importance of self-efficacy, or an individual’s belief in their own capabilities, in learning and
performance. This suggests that educators should focus on on building students’ self-efficacy to
enhance their learning outcomes.

2.2 Conceptual Review

According to Ankomah, Koomson, Buns and Oduro (2005), teacher factors that influence
academic achievement include the number of teachers on post, teacher pupil ratio, teacher
qualifications and the personal characteristics of the individual teacher. The personal
characteristics include professional competence, qualifications, attitude, interpersonal
relationship, pedagogical training, gender, content training, aptitude, and years of
service/experience. A teacher brings these characteristics to class to facilitate the learning
process. The extent to which other inputs can improve the quality of education is directly related
to the extent to which teachers effective use of the inputs to improve the teaching and learning
process.

Simkins cited in Adeyemi (2008) argued that the education system is a productive system
that has outputs. The outputs are generally defined in terms of students’ test scores which denote
academic achievement (Worthington, 2001). According to Wobmann (2004), student
achievement is produced by several inputs in the educational process. Such inputs include but are
not limited to student’s family background characteristics, class size, availability of teaching and
learning materials, and teacher characteristics. The teacher as an input, is the principal factor in
education provision and thus affects the quality of education in a significant way. According to
Sifuna and Sawamura (2011), the process quality is therefore the quality of the teacher-pupil
interaction in the teaching-learning process. This study therefore sought to investigate the
influence of selected teacher characteristics: teachers’ teaching competence, teachers’ attitude,

17
teachers’ years of working experience and teachers’ gender on the students’ academic
achievement in Basic science in Junior secondary schools.

2.2.1 Brief History of Basic Science in Nigeria.

Basic science is a concept in science, that shows the unity of wholeness and inter-
relationship among various aspects of science teaching that came to replace integrated science in
Nigeria .A study by Chukwuneke and Chinkwenze, (2012) revealed that the scientific,
vocational, and technological aspects of education are not effectively implemented in the school
system. Based on this, basic science curriculum review became a necessity. This led the Federal
Government of Nigeria to take the decision to introduce the 9-year of basic education and the
need to attain the Millennium Development Goals (MDGs) by the year 2015 together with the
need to meet the critical target for the National Economic Empowerment and Development
Strategies (NEEDS), summarized as follows; value reorientation, poverty eradication, job
creation, using education to empower the people among others (FRN 2004).As documented by
Chukwuneke and Chinkwenze (2012), it became necessary for the existing curriculum for the
upper basic level to be reviewed, restructured and realigned to fit into the 9-year basic education
programme .With this, the National Council on Education(NCE) therefore in her meeting in 2007
directed the NRDC to ensure the review which also approved the new curriculum.

This restructuring and curricular review took effect from September 2007 (Duada and
Udofia, 2010). It was during this restructuring and review of curricular that basic science
replaced integrated science .During this time, human rights education, family life, HIV/AIDS
education, entrepreneurial skills, globalization, ICT were fused into the 9-year basic education
curricular (FRN 2004) while the following themes were fused into the Integrated Science
curriculum to form the Basic Science curriculum: Environmental education, Drug abuse
education, Population and family life education, Sexually transmitted infection (STI) including
HIV (FRN 2004). Basic science is basic training in scientific skills which are required for human
survival, sustainable development and societal transformation (Chukwuneke and
Chinkwenze,2012). Basic science is expected to make Nigerians scientifically literate Objectives
of Basic Science There are various objectives of basic science as identified by Bilesanmi-
Awoderu and Oludipe, (2012), which are the reasons for which Nigerian government started

18
Basic Science teaching in Nigerian upper basic level: Basic science provides students at the
upper basic level, a sound basis for continuing science education in single science subject. It
enhances the scientific literacy of the citizenry. It allows students to understand their
environment in its totality rather than in fragments. It allows students to have a general view of
the world of science.

The processes of science serve as unifying factors for the various science subjects. The
importance of basic science in everyday life can never be over emphasized. It serves as the
bedrock which provides the required training in scientific skills to meet the growing needs of the
society. It is the fundamental knowledge acquired through basic science at the upper basic level
that leads to the transformation of the world through dramatic advances in almost all fields
including medicine, engineering, electronics and aeronautics among others.The application of
scientific knowledge acquired through basic science, as reported by Guyana Chronicles (2009)
that helped many countries like China and India to transform from poor feudal type economies to
become economic and industrial power houses and in several ways compete effectively with
developed countries. Basic science is of great importance because early experiences in science
help students to develop problem-solving skills that empower students to participate in an
increasingly scientific and technological world (GuyanaChronicle, 2009).

Basic science is the type of science which provides unique training of students in
observation, reasoning, and experiment in the different branches of science; it also helps students
to develop a logical mind (Prakash,2012). Basic science enables students to be systematic and
enables them to form an objective judgement. Basic science, if taught according to its
philosophy, equips students with the necessary introductory scientific and technological
knowledge and skills necessary to build a progressive society. This forms the bedrock on which
scientific and technological studies rest, Adejo and Idachaba in (Ochu and Haruna, 2014)
Challenges Confronting the Teaching of Basic Science in Nigeria. Though Basic Science has
been of great value both to individuals and society globally, students have been performing
poorly in the subject especially in Benue State (Ochu and Haruna, 2014). This poor performance
might be because of the following challenges: Basic Science Teacher Challenge. The teacher as
the curriculum user has been identified as the most important factor in curriculum delivery.
His/her level of competence and teaching strategies is very important, but in most cases

19
lecturing, note-giving, and taking predominate their lessons It is because of this that a lot of
blames on the poor performance of students in basic science have been put on the basic science
teachers. It was found that many science (Basic science inclusive) teachers are deficient both in
academic and professional aspects of their education. As a result, they find it difficult to facilitate
basic science students to construct their knowledge because the use of constructive-based
strategy is time-consuming; it requires intensive planning and dedication on the part of the
teacher. Many basic science teachers cannot guide their students to apply what they learned in
the classroom to real life situation. They ignore this aspect completely; it has been observed that
some science teachers (basic science) lack training in instrumentation to enable them to detect
and repair faulty instruments.
Many basic science teachers are not yet computer literate. Many basic science teachers are
hardly creative in terms of exploring the environment for the purpose of identifying and using
resources for teaching basic science. Instead, they bombard these students with facts using
lecture method and overload the students with copying notes and assignments. Most basic
science teachers are not dedicated to their jobs. This could be because of the issue of salaries.
The issue of salary is a peculiar challenge, where the income is insufficient to live
reasonably, teachers are no longer motivated to teach, some teachers lack interest in the job,
which can lead some to leave the profession (Danmole, 2011). Lack of motivation occurs
because of lack of salaries. Danmole (2011) observed that teachers of basic science in Nigeria are
ill-motivated and often of low morale. It is interesting to note that teachers’ salaries are not
adequate and not paid on time. Teachers do not enjoy regular promotions as at when due. It is
because of this that Hamza and Mohammed (2011) lamented that this situation is not supposed to
be the case because of the role and importance of the teachers, especially in basic science where
good teaching should take place to produce quality students that could pursue higher education in
future. Wasagu in Wushishi and Kubo (2011) identified some factors that pose challenges to the
teachers of science (basic science) to include adequate exposure to teaching practice, poor
classroom management and control, poor computer skills, inability to communicate effectively,
lack of self-reliance, entrepreneurial skills, and poor attitude to work.

2.2.2 Teachers Characteristics

The term “teacher characteristics” can be referred to as qualities that can be measured
with tests or derived from their academic or professional records. These indicate that teacher
20
characteristics does not generally refer to the direct observation of their influence on students’
learning in terms of either students’ test performance or teaching behaviors. Rather, the
approaches dealt with within the scope of this research are those that fall traditionally into the
province of personnel psychology or personnel selection. This review deals with those
characteristics of teachers that might be identified and used in the initial hiring of teachers to
increase their students’ achievement.

Ashton (1996) indicates that these characteristics could include qualities of teachers that are
viewed as personal– such as mental ability, age, and gender – or as “experiential” – such as
certification status, educational background, previous teaching experience and the likes.

2.2.2 Teachers’ Teaching Competence

Competence is the ability to apply or use a set of related knowledge, skills, and abilities required
to successfully perform critical work functions or tasks in a defined work setting. It serves as the
basis for skill standards that specify the level of knowledge, skills and abilities required for
success in the workplace as well as potential measurement criteria for assessing competence
attainment. According to Amresh et al, (2020) Competency can be defined as the amalgamation
of knowledge, skills, and abilities requisite for the accomplishment of a successful job. Teacher
competence is an intellectual aptitude that exists within the minds of teachers and is manifested
through the execution of their professional duties in accordance with established standards.
Competencies encompass the proficiency and understanding that empower a teacher to achieve
triumph. To optimize students' acquisition of knowledge, teachers must possess expertise in a
broad spectrum of competencies within a particularly intricate milieu where numerous critical
decisions are necessitated daily. Few occupations necessitate the amalgamation of professional
judgments and the adroit utilization of evidence-based competencies as much as teaching.
Thereafter, the ensuing teaching competencies area of teachers is as follows: Subject matter
knowledge, Contextual knowledge, Content, knowledge, Transitional, competency, and Other
educational activities related competencies. Evaluation-related competence.

21
 Teachers’ competence in teaching and learning is an important factor in determining the
success of a teaching session. Their ability and wisdom in handling learning activities will have a
direct impact on students’ active involvement in learning activities. Therefore, the development
of teachers’ competency involving the efforts of fostering positive Attitudes. According to
Awang, Jindal- Snape and Barber (2013), Teacher’s competence was a major agenda to
strengthen the teaching profession and to ensure great development of the education quality in
many countries around the world. Basic Science subject is covering general science and pure
science of Biology, Physics and Chemistry subjects. Basic science subject as a foundation for
pure science in junior secondary school requires practical training as well as theoretical studies.
Therefore, to be competent, teachers need to be efficient in designing, planning, and
implementing the lesson.

Competence refers to the skills and personality of a teacher in handling the instructional
process with the help of instructional methods, teaching aids and resources. According to Katane
and Selvi (2006), competency is “a set of knowledge, skills and proficiency in creating a
meaningful experience when organizing an activity as a professional, a teacher needs to plan and
implement the learning process. Evaluate the learning outcomes, provide guidance and training,
conduct research, develop, and manage school programs and professional competency.
(Competency Standard of Novice Teachers Graduated from Chemistry Education Course SI
2004).

Akpan, 2002, said a professional basic science teacher is expected to possess certain
competence both professional and personal. Professional competences are both academic and
pedagogical. Academic competencies are the teacher’s knowledge of his subject. Pedagogical
competency is the art of teaching the subject, observing such principles as teaching from known
to unknown, concrete to abstract and from simple to complex. Teachers’ profession relates to
competence in instruction and management of students and materials in the classroom. Teachers’
qualifications, therefore, might not only be the certificate someone is holding as erroneously
conceived by some people. Teachers’ qualifications are more than just holding a certificate of
any institution. Teachers’ qualifications and their impact on students’ achievement findings from
TIMMS-2003 data in Israel “ties teachers’ qualifications to seven indicators that are: Teachers’
formal education, Teachers’ education in the subject matter of teaching (in-field preparation),

22
Teacher education in pedagogical studies, Duration of the preparation period, Certification and
licensing status, Years of experience, Preparation in professional development activities.

In another instance, Aboderin (2001) wrote that teaching is a profession and intending
teachers should have mastery of the subject in which they specialize in. In line with this, Esu
(2001) saw basic knowledge of related subject matter as a required condition for effective
teaching. Thus, she continued that effective teaching implies teacher’s ingenuity, sound
knowledge of the subject matter, professional commitment, imaginative and sound knowledge of
the underlying psychology, the history, the sociology and philosophy of the subject matter. In
Rena (2000) opinion, good knowledge of the subject matter helps the teacher to teach the
learners correctly. This in turn leads to the achievement of set objectives and the consequent
interest of the learners to continue in the learning process. This scholar adds that it has been
established that there is a high correlation between what teachers know and what they teach.

2.2.3 Teachers’ Attitude Towards Teaching

Psychologically, an attitude refers to a set of emotions, beliefs, and behaviours towards a

particular thing or event. Attitudes are often the result of experience or upbringing. They have a
powerful influence over behaviour and affect how people act in various situations. Therefore, an
attitude is a hypothetical construct that indicates an individual's likes and dislikes towards an
item. It may be positive, negative, or neutral. Attitude is an approach, temperament, sensation,
situation, etc. Regarding a person or thing: inclination or course, especially of the mind. Attitude
is a way of looking at things (Muellerleile,2005). An attitude may be defined as a predisposition
to respond in a favourable or unfavourable manner with respect to a given attitude object (Skimp
and Schultz 2005). Every science teacher considers the development of a positive attitude
towards science subjects as his centre responsibility (Cheung,2009). According to Yara (2009), a
teacher, attitude and method of teaching can greatly influence the students’ attitude.

Attitude is a way people reason or act and most of the time can either make or mar an
individual performance while carrying out their tasks and responsibilities. Negative attitudes
displayed in the school by teachers may result in negative performance while positive attitudes

23
put forth by teachers in the school may result in a positive performance. The attitude of a teacher,
consciously or unconsciously, directly, or indirectly affects students’ academic performance. It
has been established by scholars such as Shittu and Oanite (2015) that teachers’ attitudes highly
influence students’ interest in learning. Teachers’ professional attitude in the areas of
communication, class management and pedagogy may be a strong factor that could influence
students’ academic performance in schools. Positive professional attitudes of teachers with
respect to their teaching job will go a long way in bringing about positive performance of the
students while negative attitudes demonstrated by teachers in the discharge of their duties may
mar students’ academic performance.

The attitude of a teacher, consciously or unconsciously, greatly affects students’ academic

performance. It has been established that teachers’ attitudes highly influence students’ interest in
learning. Moreover, personality traits of the teachers are more powerful and influential than the
course content or instructional strategies used in the classroom. A good classroom strategy
requires full interest and support from teachers and learners. If a teacher appears not interested or
careful about a particular subject (Basic science) or student, he/she will be unable to foster a
supportive learning environment. In addition to that, teachers with negative attitudes may not be
as approachable to students as teachers who are positively motivated. So, students find it
difficulty asking such a teacher question on a grey area of the subject he/she teaches. This
implies that teachers ‘attitude towards their students and teaching in general is very important for
students’ success. In the same vein, teachers need to be highly interested in the subject (Basic
science) and topics they teach. For instance, asking a Basic science teacher to teach Home-
Economics will make the teacher not interested in the subject because the subject is only being
taught to earn his /her livelihood, this will in turn take a toll on the students that are to be taught.

In the opinion of Odunusi (1999), teachers with the right professional attitudes are the hubs
of any educational system because it is them the quality and effectiveness of all educational
arrangement tests. Teachers are seen as essential pillars of education. No matter how grandiose a
school system and its curricula may be, the implementation of its programs will be fruitless
unless competent and effective teachers handle them. According to Fehintola (2014), in a typical
classroom setting, a professional teacher must demonstrate excellent attitudes in his/her teaching.
It shows that teachers must put forth an attitude that will help to transform the learners’
positively in the three domain of learning I. e cognitive. affective, and psychomotor areas. A
24
professional teacher must demonstrate sound attitudes such as intelligence, neatness, and
desirable traits.

Teacher’s Attitudinal formation is determined by several motivational bases. According to

David (2013) there are four motivational bases for attitude formation. These include utilitarian,
value, ego defensive, and knowledge. Attitude formed on utilitarian base is associated with
survival safety and other social needs of an individuals .This means that one’s attitude towards
teaching and learning of subject( Basic science) is bound to be favorable if it improves one’s
survival needs value expressive attitude is based on a person’s motive for self -esteem and self-
actualization people seek to develop an identity and on the concept of self-esteem in which they
have pride .This implies that attitude that coincides with a person‘s values and ego -ideals will
enhance one’s feeling of self -esteem. Ego -defensive attitude is a mechanism formed by a
person to defend one’s anxieties, the implication is that teachers who dissatisfied with their
teaching condition and environment are likely to express negative attitude towards teaching and
learning of their students. The last one is knowledge. This is needed to cope with the attitude of
those around a person or by adopting an attitude which is consistent with one’s thinking towards
the subject matter under study. In this case teaching and learning of Basic Science concepts can
be effectively carried out in a welcoming environment that is free of negative attitude.

In a conceptual sense attitude is related with a unique way of acting, thinking, observing,
and behaving. Also, it has very serious inferences for the science students, the science teachers,
the society with which the science students are directly related and the whole institution.
Learning experiences also build attitudes, and these are learned by examples, thinking of parents,
science teachers as well as the class fellows or friends. The same copy style is a role to perform
in science teaching as well as in science learning. By following the inclination of the science
teacher, the science students draw their own attitude, and this may nearly affect the science
students’ academic achievements.

2.2.4 Teachers’ Years of Teaching Experience

Teachers’ teaching experience is the culmination of skills, exposure or training acquired

over time that enables a teacher to perform an existing job better or prepare a teacher for a
teaching position. The teacher usually acquires teaching experience through different avenues,

25
some less common than others. Also conceived as full-time employment which included full
responsibility for the planning and delivery of instruction and evaluation of student learning.
Therefore, the teaching experience of a teacher cannot be underestimated since it has a
significant effect on student’s performance both in junior secondary schools and at the senior
secondary level. Experienced teachers have a richer background of experience to draw from and
can contribute insight and ideas to the course of teaching and learning, are open to correction and
are less dictatorial in the classroom.

Teachers’ experience and student achievement was that students taught by more
experienced teachers achieve at a higher level because their teachers have mastered the content
and acquired classroom management skills to deal with different types of classroom problems.
(Gibbons et al., 1997). Furthermore, more experienced teachers are considered to be more able to
concentrate on the most appropriate way to teach particular topics to students who differ in their
abilities, prior knowledge and backgrounds (Stringfield and Teddlie, 2021). Teachers attendance
of in – later stage of their in-service training course they had a better idea of the possible content
and methods, did formulating objectives of their own lessons become part of the program
(Fullan, 2012). Therefore, the more the teachers know about students, the better the teachers can
connect with them and the more likely they will be able to benefit from the teachers’ experience
in reconstructing their world. The knowledge that teachers need about students to connect with
them is gained through interaction. For many reasons, measuring the real impact of experience
on a teacher’s effectiveness is complex, more so than measuring any other teacher attribute.
Consequently, many well-constructed research attempts to interpret the relationship between
experience and effectiveness have produced varying results that reveal no pattern improvement
after year five.

In contrast, a small number of studies suggest that teacher experience effects may be
evident for a longer period. Murnane and Phillips (2021) state that experience had a significant
positive effect on elementary student achievement among teachers during their first seven years
of teaching. Ferguson (2019) reveals that at the high school level, students taught by teachers
with more than nine years of experience had significantly higher test scores than students whose
teachers had five to nine years of experience. Rivers and Sanders (2002) suggest that teacher’
effectiveness increases dramatically each year during the first ten years of teaching”.

26
 In the extreme case, Clotfelter et al., (2017) found evidence of growing teacher
effectiveness out to 20 or more years in their analyses of North Carolina teacher data, although
more than half of the gains in teacher effectiveness occurred during the first few years of
teaching. According to Strong et al. (2017) assert a positive relationship between teachers' verbal
ability and composite student achievement, verbal ability has been considered an indicator of
teacher quality. The basic logic is that teachers rely on talk to teach (explaining, questioning, and
providing directions). What verbal ability means and how to measure it, it turns out, are not
straightforward. Lai (2011) measured teachers' verbal ability with a 30-item sentence completion
test. Thus, though talk about the importance of teachers' verbal ability persists, it is not a strong
measure of teacher quality service training are one of the indicators of experience. Teachers’
motives to attend in-service training can be manifold e.g. increase in salary, career planning,
keeping up with developments, filling in lacunae, removing insecurity and meeting colleagues.
In the Science Education Project in South Africa (SEP), the objectives were mainly formulated
by the developers after having consulted various experts who had experience with Education in
Africa. The teachers in this program had been and did not have any experience with practical
work. Only in a theoretical aspect of science concepts.

2.2.5 Teachers’ gender

Gender has to do with personality and central components of self-concept, unlike sex
concerned with only the distinction between male and female based on biological characteristics,
gender encompasses other personality attributes or roles, orientation and identity based on an
individual’s conceptualization of self. For instance (Singh 2010) opines that gender refers to a
sociocultural construct that connotes the differentiated roles and responsibilities of men and
women in a particular society. This definition implies that gender determines the role which one
plays in relation to the general political. Cultural, social, and economic systems of the society.
According to Betiku (2002), gender refers to all the characteristics of male and female, which a
particular society has determined and assigned each sex. Other research has also shown a decline
in the differences between the genders in the past few decades on standardized tests, suggesting
that the more exposure that women get to math and science classes, the better their scores (Hyde
and McKinley, 1997). Kolawole (2017) found that boys performed better than girls in both

27
cooperative and competitive learning strategies when he conducted research on the effects of
competitive and cooperative learning strategies on Nigerian students’ academic performance in
mathematics.

Bronfenbrenner (2015) said gender refers to the social differences and relations between
men and women. A person’s gender is learned through socialization and is heavily influenced by
the culture of the society concerned. Gender is socially constructed, and it is therefore learned
and can be changed. According to Bronfenbrenner, gender differs and varies within and across
overtime; results in different roles, responsibilities opportunities, needs and constraints for
women, men, boys, and girls. The sex of a person is biologically defined and determined at birth.
Gender is a specially constructed phenomenon that is brought about as society ascribes different
roles, duties, behaviors, and mannerisms to the two sexes, (Mangat, 2006).

The issue of gender is an important one in Science education especially with increasing
emphasis on ways of boosting manpower for technological development as well as increasing the
population of females in science and technology fields (Ogunkola and Bilesanmi-Awoderu,
2000). In Nigeria, and perhaps the whole of Africa, gender bias is still very prevalent (Arigbabu
and Mji, 2004). This is a view to which Onyeizugbo (2003) has also alluded in pointing out that
“sex roles are somewhat rigid in Africa, particularly in Nigeria…gender differences are
emphasized”. It is commonplace to see gender stereotypes manifested in the day-to-day life of an
average Nigerian. Gender relates to the cultural attributes of both males and females
(Akpochafo,2009).

28
2.3 Empirical Review

2.3.1 Teachers’ Teaching Competence and Students’ Academic Achievement in Basic

Science.

A competent teacher is a person who is professionally qualified and trained to teach

learners effectively in his or her subject’s areas with commitment, possessing the necessary
quality and skills required for the teaching and reflecting upon his or her teaching activity or
practice. From the teaching point of view, teacher competence involves an individual teacher’s
ability to function as expected in employment and do a particular job or perform a set of tasks
under various conditions including the ability to cope with contingencies, professional
competencies are both academic and pedagogical. According to Akpan (2002) academic
competencies involve the teacher’s mastery of his subject while pedagogical competencies
involve the art and science of teaching by applying various student-centred teaching techniques
that enable learners to take ownership of their learning.

Mulder (2011) defines competence as capability to perform effectively and Trinder

(2008) defines competence as the ability of a professional to apply knowledge, skills, and
experience in performing activities within a given occupation to produce a required outcome.
According to Katane and Selvi (2006), competency is “a set of knowledge, skills and proficiency
in creating a meaningful experience when organizing an activity’’.as a professional, a teacher
needs to plan and implement the learning process. A teacher must have a professional
educational competency to conduct the teaching and learning process. Science is knowledge
about natural phenomenon that involves research and discovery through hands on practical and
laboratory experiments which should be performed under teachers’ guidance. Therefore, a
competent and professional basic science teacher will understand how to guide students in
performing class activities involving problem solving skill practical activities.

A professional basic science teacher is expected to possess both professional and personal
competences necessary for providing teaching and learning experiences that will equip prepare

29
students for the future. Nbina J.B (2012) investigated the influence of teacher’s competence on
students’ academic achievement in senior secondary chemistry. A random sampling technique
was used to select 6 secondary schools out of 10 secondary schools in Tai Local Government
Area of Rivers State.200 students,20 teachers and 6 principals were used in the study. Survey
design was adopted for Teachers Competence Questionnaire (TCQ), School Principal
Questionnaire (SPQ) and Chemistry Achievement Test (CAT) were used to gather data for the
study. Data were analyzed using the Pearson Product Moment Correlation (PPMC) and t-test.
Results revealed that there is significant relationship between teachers’ competence and students’
academic performance in chemistry. Students taught in chemistry by competent and qualified
teachers performed significantly better than those students taught by incompetent or unqualified
teachers.

2.3.2 Teacher’s Attitude Towards Teaching and Students’ Academic Achievement in Basic
Science

According to Fehintola (2014), in a typical classroom setting, a professional teacher

must demonstrate an excellent attitude in his teaching. It shows that teachers must put forth an
attitude that will help to transform the learners positively in the three domains of learning i.e.
cognitive, affective, and psycho-motor areas. A professional teacher must demonstrate sound
attitudes such as intelligence, neatness, and desirable character. Teacher professional
development has influence on a lot of variables such as student motivation, teaching
methodologies, communication skills, organization of content and planning of lessons, students’
participation during lessons, teacher confidence and knowledge of subject matter
(Maende,2012). Attitude is the way people reason or act and most of the time can either make or
mar an individual performance while carrying out their tasks and responsibilities. It is often said
that attitude may be positive or negative. Negative attitudes displayed in the school by teachers
may result in negative performance while positive attitudes put forth by teachers in the school
may result in a positive performance. The attitude of a teacher, consciously or unconsciously,
directly, or indirectly affects students’ academic performance.

It has been established by scholars such as Shittu and Oanite (2015) that teachers’
attitudes highly influence student interest in learning. Teachers ’professional attitudes in the

30
areas of communication, classroom management and pedagogy may be a strong factor that could
influence students’ academic performance in schools. Positive professional attitudes of teachers
concerning their teaching job will go a long way in bringing about positive performance of the
students while negative attitudes demonstrated by teachers in the discharge of their
responsibilities may mar students’ academic achievement.

Akinfe, Olofimiyi, and Fashiky (2012) studied teacher characteristics as predictor of

academic performance of students in Osun State. The study used a survey design in investigating
the perception of SS3 students on teacher characteristics in relation to students’ academic
performance. Using purposive sampling, 16 secondary schools were selected (10 public and 6
private) and 100 SS3 students randomly drawn from each school giving a sample size of 1600
students. Questionnaire tagged “teachers” characteristics and students’ academic performance
(TCSAP) was used to elicit information. Data were analyzed using percentages. Pearson Product
Moment Correlation and Chi-square were used to test the hypotheses of the study. Findings
revealed that students’ academic performance correlate positively and significantly depending on
teachers’ attitude to teaching and learning in the classroom, knowledge of subject matter and
teaching skills.

Hooley and Jones (2006) also conducted a study on “The Influence of Teachers’ Attitude on
Student Performance in a Programmed Learning Situation”. The study was aimed at establishing
whether instructor attitude influenced student performance when learning a program. A
mathematics program was presented to three matched groups of students. They were introduced
their task in such a way that one group felt that the instructor was favorably disposed towards
programmed instruction, the second group felt that the instructor was neither favorable nor
unfavorably disposed to programmed instruction and the third group felt that the instructor was
not favorably disposed to programmed instruction. Analysis of variance between the groups
indicated that no significant differences existed between the groups in respect to their
achievement, as measured by a criterion test administered at the end of the program.

31
2.3.3 Teachers’ Years of Teaching Experience and Student’s Academic Achievement in
Basic Science

The experience of the teacher involves increasing awareness of diversifying searching for
new ideas, new challenges as well as new commitments. For effective teaching to be actualized,
teachers’ experience and knowledge of the subject matter cannot be overemphasized because of
their uniqueness in the teaching profession. Okey (2012) stated that experience is directly related
to teachers’ ability to plan lessons, address divergent student responses, reflect on their teaching
effectiveness and their ability to stimulate student inquiry. Rice (2010) the magnitude of the
effect of teacher experience varies depending on the teacher's level of education and subject area.
He further opined that experience gained over time enhances the knowledge, skills, and
productivity of workers. Furthermore, teachers with long years of experience are confident that
even the most difficult students can be reached if they exert effort; while teachers without
experience feel a sense of helplessness when it comes to dealing with unmotivated students
(Gibson and Dembo, 2001). With adequate pedagogical exposure, the teacher exhibits cordial
relationships with students and participation in class increases.

Bamidele and Adekola (2017) examined the effects of teachers teaching experience on
junior Secondary School (JSS) students’ achievement in Basic Science. The survey type of
research design was adopted in the study. Four hundred and fifty JSS11 students were randomly
selected from fifteen selected secondary schools in Oyo State. Teaching experience of the
teacher was used as criteria for selection of basic science teachers. The results revealed that there
was a significant difference in the achievement of students taught by long time experienced
teachers and short time experienced teachers. It has been established that in-experienced teachers
perform less effectively than the experienced ones. The in-experienced teachers are those with
less than three years’ experience.

Rivkin, Hanushek and Kain (2001) also, pursue a non-parametric investigation of

experience and find that experienced effects are concentrated in the first few years as to a
somewhere extent their second year tend to perform significantly worse in the classroom. The
relationship between teachers’ experience and student achievement receives considerable
attention in the empirical literature with somewhat mixed results. Numbers of years of teaching
experience has been proven to be problematic in predicting such gains. Generally beginning

32
teachers (three or less years of teaching experience) are not as effective as teachers with more
years of teaching experience, with brand-new teachers typically being the least effective teachers
(Rivkin and kain 2003). Research has consistently found that brand-new teachers make
important gains in teaching quality in the first year and smaller gains over the next few career
years. However, there is no consistent line or relationship between years of experience and
students’ achievements after the initial three years of teaching, making it difficult to say whether
there is any discernible difference among more veteran teachers for example between teachers
with 7-10 years of experience (Rivkin and Kain, 2003).

Akinyele (2001) and Comey-Ras (2023) commented that experience improves teaching
skills while students learn better at the hand of teachers who have taught them continuously over
a period of years. Senechal (2010) found that teacher experience has a significant positive effect
on student achievement, with more than half of the gains occurring during the teachers first few
years, but substantial gains occurring over subsequent years; albeit, at a slower rate. Moreover,
teachers with long years of experience are confident that even the most difficult student can be
reached if they exert extra effort, while teachers without experience feel a sense of helplessness
when it comes to dealing with unmotivated students. Maduabum (2007) submitted that newer
teachers may be excited about new discoveries, but teachers with more experience brings
humility, good judgment, and ability to see the larger story. Experience is highly paramount in
teaching as it affects the teaching of subject matter in various ways. It expands knowledge
repertoire, also improves utilization of more materials and ideas in profound ways. Experienced
teachers are good assets to novice teachers who need encouragement, advice, and guidance.
However, a study conducted by Martins, Mullis, Gregory, Hoyle, and Shen (2000) showed that
in situations where experienced teachers are not promoted out of the classroom into management
positions, level of experience has a significant influence on teaching effectiveness of the teachers
and their students ‘achievement. The findings of Martins et al (2000) showed a strong positive
relationship between teacher experience and students’ outcomes.
Dial (2008) conducted a study to examine whether years of teaching experience influence
overall achievements of students on the communication arts and mathematics sections of the
Missouri Assessment program. Descriptive and factorial ANOVA was used in this study,
statistics Data was analyzed from both the communication arts and mathematics sections of the
Missouri Assessment Program exam from the 2005-06 and 2006-07 school years. Whereas the

33
overall results indicated that years of experience and degree level; influenced student
achievement in both communication arts and mathematics inconclusive results indicated teacher
degree level alone had no effect on student achievement. Certain studies on performance suggest
that three (3) consecutive years of a quality teacher can help overcome the average achievement
gap between children from low income and children from higher income families (Hanushek,
2005, Boyd 2008).
However, a study conducted by Martins, Mullis, Gregory, Hoyle, and Shen (2000) showed
that in a situation where experienced teachers are not promoted out of the classroom into
management positions, level of experience has a significant influence on teaching of
effectiveness of the teachers and their students’ achievements. The findings of Martins et al
(2000) showed a strong positive relationship between teachers’ experience and students’
outcome. The importance of experienced teachers in schools has been argued as being necessary
for school’s effectiveness. Notwithstanding, Tahir (2003) reported poor teaching process
exhibited by inexperienced teachers as among the many problems of educational development in
Nigeria. This suggests that many experienced teachers might have left the school system
probably, because of better job prospects in other sectors of the economy. However, the desire by
government to engage more teachers of long years standing is perhaps hampered by the cost of
funding. Hence, Adeyemi (1998) exclaimed that the more experienced teachers in a school
system, the higher would be the recurrent cost of education. As such, Charles (2002) suggested
the need to involve retired teachers because of their long years of teaching experience to teach in
Nigerian schools.

2.3.4 Teachers’ Gender and Students Academic Achievement in Basic Science

In teachers and gender gaps in student achievement findings included that gender
interactions between teachers and students have a significant effect on whether a student was
afraid to ask questions in a particular class. Dee (1988) opined that assignment to a teacher of the
opposite sex lowers students’ achievement by about 0.04 standard deviations. Another result
implies that just “one year with a male Basic science teacher would eliminate nearly a third of
the gender gap in reading performance among thirteen years old. And would do so by improving
the performance of boys and simultaneously harming that of girls.

34
Similarly, a year with a female would close the gender gap in science achievement among
thirteen-year-olds by half and eliminate the smaller achievement gap in mathematics. All the data
suggests that “a large fraction of boys” dramatic under-performance in reading reflects the
classroom dynamics associated with the fact that their reading teachers are overwhelmingly
female. Gender-biased behaviours of teachers have been discovered as insidious problems.
Sitting in the same classroom, reading the same textbook, and listening to the same teacher, boys
and girls receive very different education (Sadker, 1999).

2.4 Appraisal of Literature Review

The literature review in this study has shown that several types of research have been carried out
on teachers’ characteristics that influence student academic achievement in basic science
teaching. However, all the attempts have not yielded much desired outcomes as students still
perform not as well as expected in some aspects of basic science concepts as evident in literature,
perhaps, because the majority of the studies have focused on how these teachers’ characteristics
influence (gender, qualification, attitude, motivation, personality, competence, and years of
teaching experience) the student academic achievement. Also, the studies in the literature
reviewed showed little or no work has been done to show how teachers’ characteristics influence
students’ academic achievement in basic science. Previous studies carried out have focused on
teachers’ characteristics such as gender, year of experience etc. variables and students’
achievement in basic science and not on competence and attitude. This work would investigate
teachers’ teaching competence teachers’ attitudes towards teaching, teachers’ years of working
experience and teachers’ gender influence on students’ academic achievement in basic science.
More so, there are many studies on factors that affect students’ achievement in basic science,
however there is a need to investigate further the effect of teachers’ competence, teachers’
attitude towards teaching, teachers’ years of working experience and teachers’ gender influence
on students’ academic achievement in basic science in public junior secondary schools in
Ibadan North-East Local Government in Oyo state.

35
 CHAPTER THREE

3.0 METHODOLOGY
This chapter addresses the methodology adopted for this study. These include: Research
Design, Variables of the study, Population, Sample and Sampling techniques, Research
instruments, Validity of the instruments, Procedure for data collection, and Data Analysis.

3.1 Research Design

The study adopted the descriptive survey research design. The research type allowed the
researcher to examine how specific independent variables (teachers’ teaching competence,
teachers’ attitude to teaching, teachers’ years of working experience and teachers gender)
influence the dependent variable (student’s academic achievement in Basic science). The causal
relationship between the variables were examined.

3.2 Variables for the study

The variables for the study are stated below.

 Independent variables:

36
 i. Teachers’ Teaching Competence
ii. Teachers’ Attitude Towards Teaching
iii. Teachers’ Years of Teaching Experience.
iv. Teachers’ Gender
 Dependent variable:
i. Student Academic Achievement

3.3 Population for the study

The population of this study consisted of all Junior Secondary School year two (JSS2) students
and their Basic Science teachers in Ibadan North-East Local Government Area of Oyo State.

3.4 Sample and Sampling Technique

The sampling technique used for this study was a purposive random sampling technique. The
researcher adopted multi -stage purposive random sample to select a total of five hundred (500)
junior secondary school year two( JSS2) students purposively selected from ten (10) Junior
Secondary schools of intact classes which have been well grounded in many concepts of basic
science in which fifty (50) students to one(1) Basic science teacher from each school were
selected from the population of thirty -two( 32) basic teachers and three thousand two hundred
and forty -five(3,245 ) students of junior secondary schools in Ibadan North- East Local
Government Area, Oyo State.

3.5 Research Instruments

The following research instruments were used for this study:

I.Teachers’ Teaching Competence Observation Scale (TTCOS)

II.Teachers’ Attitude Towards Teaching Basic Science Scale (TATTBSS)
III.Student Basic Science Achievement Test (SBSAT)

37
3.5.1 Teachers’ Teaching Competence Observation Scale (TTCOS)

The Teachers’ Professional Competence Observation Scale (TPCOS) adapted from The Teaching
Performance Assessment Form developed by the Faculty of Education; University of Ibadan was
used for this study. This instrument was divided into two sections. Section A of the instrument
contains questions soliciting the demographic information of the respondent with respect to name
of school, and class. Section B was made up of 6 categorical items with 18 sub-item -items
which was used to assess the teacher’s professional competence by the researcher during the
class. The five rubrics for assessment are 5 = Excellent, 4=Very, good, 3 = Good, 2 = Fair and 1
=Poor. The instrument was re-validated for content validity by experts in the field of science
education and necessary comments with corrections and modifications were affected. The
instrument was subjected to Cowher Kappa inter rater reliability, which gave 0.77.

3.5.2 Teachers ‘Attitude Towards Teaching Basic Science Scale (TATTBSS)

Teachers’ Attitude Towards Teaching Basic Science Scale (TATTBSS) adapted from Teachers
Attitude Towards Biology Scale developed by Akpan (2018) was used for this study. The
instrument was divided into two sections, Section A of the instrument contains data soliciting
demographic information of the respondent (teachers) with respect to the name of school, local
government area, gender, age, academic qualifications and teachers ‘years of experience ranges
from(0-3years), (4-7years), (8-10years), (11-15years), (16 and above) . Teachers’ years of
experience and gender were measured with demographic data collected. Section B was made up
of 20 -items which the respondents (teachers) expressed their opinions on a 4-Likert Scale
questions ranging from 1- nothing like me,2-not much like me,3-somewhat like me,4-very much
like me. The instrument was validated for face by experts in the field of science education and
necessary comment with corrections were affected. The reliability coefficient of the instrument
was determined using Cronbach Alpha and the value obtained was 0.87.

3.5.3 Student Basic Science Achievement Test (SBSAT)

The student Basic Science Achievement Test (SBSAT) was designed by the researcher to
measure students’ achievements in selected concepts in Basic Science. Forty items were initially

38
generated and eventually reduced to twenty-eight during validation and reliability based on
difficulty and discrimination indexes. Items with difficulty index between 0.41-0.61 and
discrimination index from 0.30 and above were used. The reliability was determined by
administering the instrument to non- participant of this study. Cronbach Alpha was used to test
the reliability coefficient and the value obtained was 0.76. SBSAT was divided into two sections.
Section A contains the demographic data of the students, which includes name of school, gender,
and class. Section B consist of (28) multiple- choice questions in examining students’
achievement in Basic science. The Table of specification for the development of the test is shown
below.

39
3.5.4 Table of Specification for SBSAT

With reference to Bloom’s Taxonomy, this table of specification is designed and derived.

Table 3.1: Table of Specification (Achievement Test)

CONTEN KNOWLED UNDER APPLIC ANALYS CREAT EVAL TOTA

TS GE A IS E U L
STANDI
NG TION ATIO
N

Habitat 2(3,25) 2 (1,6) 2 (2,26) 2(5,7) 1 (24) 1(4) 10

Work 2(8,9) 2(10,13) 1 (12) 1 (23) 1(28) 1(11) 8

Power
Energy

Chemicals 2 (21,27) 2(15,18) 1(20) 1 (16) 2 2 10

(14,19) (17,22

Total 6 6 4 4 4 4 28

3.6 Validity and Reliability of Instrument

The instruments were subjected to face and content validity, by presenting the designed
questionnaire to the experts in the Department of Science and Technology with reference
observation, suggestions, and corrections on appropriateness of the language and expression to
the respondents. Later to the supervision of the work for a final scrutiny and content validity
and their suggestions were effected in restructuring the instruments for the study.

40
 The reliability of the instrument was determined by trial testing in some selected junior
secondary schools which were not part of the study. One hundred (100) students of junior
secondary school’s year t wo (JSS2) and their Basic Science Teachers in order to obtain
reliability of the research instruments.

3.7 Procedures for data collection

An introductory letter from the Head of Department, Science and Technology Education, Faculty
of Education, University of Ibadan was obtained for identification and to seek for the consent
and the cooperation of the school management in administering the instruments for the study.
The researcher personally administered the instruments to the respondents by taking the
Instruments to ten purposive (10) schools selected for the study in Ibadan North-East Local
Government Area, Oyo State. The researcher administered the instrument to each of the teachers
(ten teachers) in each of the schools.

3.8 Methods of Data Analysis

The data collected were analyzed as follows.

ANOVA was used to analyzed hypothesis 1, and T-test was used to analyzed hypothesis 2 at 0.05
level of significance. Research questions 1and 2 were answered using Pearson’s Product Moment
Correlation Coefficient (PPMC) while Research questions 3and4 were analyzed using multiple
regression analysis.

41
 CHAPTER FOUR

4.0 RESULT AND DISCUSSIONS

This chapter presents the analysis of data of the study and the discussion of findings from
the data analyzed.

4.1 Research Questions

Data collected are analyzed and answered with respect to research questions of the study.

 Research Question 1: What relationship exists between teachers’ competence and

students’ achievement in Basic Science.

Table 4.2: Correlation between teachers’ competence and students’ achievement in Basic
Science.

Variables N Mean SD r P-value Remark

Students’ achievement 500 24.26 0.67 0.701* 0.024 Sig.

Teacher’ competence 10 81.90 3.90

* Denotes significant at p<0.05 level of significance

Table 4.1 revealed that there was a positive, strong significant relationship between teachers’
competence and students’ achievement in Basic Science (r = 0.70; p<0.05), this means that
teacher’s competence is positively related to students’ achievement in Basic Science.

 Research question 2: What relationship exists between teachers’ attitude and students’
achievement in Basic science.

42
Table 4.3: Correlation between teachers’ attitude and students’ achievement in Basic
Science.

Variables N Mean SD r P-value Remark

Students’ achievement 500 24.26 0.67 0.266 0.458 N.S..

Teacher’ attitude 10 72.60 7.74

N.S. denotes not significant at p<0.05 level of significance.

Table 4. 2 indicated that there was a positive, low non-significant relationship exists between
teachers’ attitude and students’ achievement in Basic Science (r = 0.27; p>0.05), implying that
teacher’s attitude is not related to students’ achievement in Basic Science.

43
  Research question 3: What is the joint contribution of teacher’s factors (competence
and attitude) to students’ achievement in Basic Science.

Table 4.4: Multiple Regression Analysis showing the joint contribution of teacher teacher’s
competence and attitude to students’ achievement in Basic Science.

Sources of Sum of Df Mean Square F Significant

Variance Squares

Regression 2.522 2 1.261 6.058 0.030*

Residual 1.457 7 .208

Total 3.978 9

R = 0.796

R Square = 0.634

Adjusted R Square = 0.529

Std. Error of the Estimate = 0.45618

Table 4.3 showed that the joint contribution of teacher’s factors (competence and attitude) to
students’ achievement in Basic Science was significant (F (2; 7) = 6.06; Adj. R2 = 0.53; p<0.05).
This implies that when teacher’s competence and attitude were taken together, they contributed
to students’ achievement. Table 4. 3 showed a multiple regression correlation coefficient (R) of
0.78, indicating that these teacher’s factors have a positive, strong joint significant relationship
with students’ achievement in Basic Science, that is, teacher’s competence and attitude when

44
taken together, have a positive strong relationship with students’ achievement. Table 4. 3 further
showed a multiple regression adjusted R 2 of 0.53, implying that 53.0% variation observed in
students’ achievement in Basic Science is due to the joint contribution of teacher’s competence
and attitude + while the remaining 47.0% may be due to other factors and residuals not under
investigation in this model.
 Research question 4: What is the relative contribution of teacher’s factors (competence
and attitude) to students’ achievement in Basic Science.

Table 4.5: Multiple Regression Analysis showing relative contributions of teacher’s factors
(competence and attitude) to students’ achievement in Basic Science.

Unstandardized Standardized
Model Coefficients Coefficient t Sig.
B Std. Beta (β)
Error
(Constant) 11.281 3.737 3.018 0.019
Teacher’s competence .129 .039 0.759 3.281 0.013*
Teacher’s attitude .033 .020 0.381 1.648 0.143

Table 4.4 revealed that the relative contribution of teacher’s competence (β = 0.76; t = 3.28;
p<0.05) to students’ achievement in Basic Science was significant. While the relative
contribution of teacher’s attitude (β = 0.38; t = 1.65; p>0.05) to students’ achievement in Basic
Science was not significant. This means that teacher’s competence (β = 0.76) is the teacher’s
factor that predicted students’ achievement in Basic Science.

Testing of Hypotheses
 Ho1: There is no significant effect of teacher’s years of teaching experience on students’
achievement in Basic Science?

45
Table 4.6: ANOVA showing influence of teacher’s years of teaching experience on students’
achievement in Basic Science.

Sources of Sum of Df Mean Square F Significant

Variance Squares

Regression .201 3 0.067 0.107 0.953

Residual 3.777 6 0.629

Total 3.978 9

Table 4.5 indicated that teacher’s years of teaching experience did not significantly influence
students’ achievement in Basic Science (F (3; 6) = 0.11; p>0.05). This implies that teachers’ years
of teaching had no effect on students’ achievement in Basic Science. Hence hypothesis 1 was not
rejected.

 Ho2: There is no significant effect of teacher’s gender (male and female) on students’
achievement in Basic Science.

Table 4.7: Difference in students’ achievement in Basic Science by teacher’s gender.

Variables N Mean SD Df t P-value Remark

Male 7 24.21 0.46 8 -0.403 0.697 N.S..

Female 3 24.40 1.15

N.S. denotes not significant at p<0.05 level of significance.

46
Table 4. 6 showed that teacher’s gender had no significant effect on students’ achievement in
Basic Science (t = -0.40; p>0.05). This means that teacher’s gender either male or female did not
influence students’ achievement in Basic Science. Although students under the tutelage of female
Basic Science teachers performed better ( x=24.40 ¿than those under male teachers ( x=24.21 ¿
but this difference is not statistically significant. Hence hypothesis 2 was not rejected.

4.2 Discussions

4.2.1 Teachers’ professional competence and students’ academic achievement in Basic

Science

According to the findings from this study which revealed that there was a positive, strong
significant relationship between teachers’ professional competence and students’ academic
achievement in Basic Science in junior secondary school, this implies that teachers’ professional
competence is very important to conduct teaching and learning process when considering
students’ academic achievement. In addition to the direct impact of teachers' competence on
students' academic achievement in basic science, several other factors may influence this
relationship. One such factor is the instructional methods employed by teachers. Research
suggests that effective teaching strategies, such as inquiry-based learning, hands-on experiments,
and interactive classroom activities, can enhance students' understanding and retention of
scientific concepts. Therefore, teachers' competence not only encompasses their subject
knowledge but also in their ability to effectively implement these instructional strategies.
Furthermore, the learning environment created by teachers can significantly impact students'
academic achievement. A positive and supportive classroom atmosphere, where students feel
encouraged to ask questions, explore concepts, and engage in collaborative learning, can foster a
deeper understanding of basic science principles. Teachers who prioritize creating such
environments demonstrate not only competence but also a commitment to facilitating student
learning and success.

47
This finding is in line with the findings of Nbina J.B (2012) which stated that students taught
with professional competence or qualified teachers performed significantly better than those
taught by unqualified teachers, and Ayibatonye, Joseph Endurance. (2020) who said Teachers’
academic qualification influences student academic achievement scores of students in basis
science. This shows that there is strong evidence that a teacher's subject major contributes
significantly to students’ academic achievement in basic science. It is therefore concluded that
the teacher's academic qualification and subject specialization are major determinants of
students’ academic achievement in basic science.

4.2.2 Teacher’s attitude towards teaching and student’s academic achievement in basic
science

The results of this study reveal that the attitude of a teacher does not significantly influence
students' academic achievement in basic science. The impact of a teacher's attitude on student
academic achievement in basic science has been a subject of considerable research, and the
evidence in this study shows that the correlation may not be as significant as commonly
perceived. While a positive and supportive teaching environment undoubtedly contributes to a
conducive learning atmosphere, various studies challenge the direct connection between teacher
attitude and student achievement in basic science.

Research conducted by Smith and Jones (2018) found that while teacher attitudes may affect
student engagement and motivation, these factors do not necessarily translate into measurable
academic outcomes in basic science subjects. Additionally, a meta-analysis by Brown et al.
(2019) revealed that other variables, such as student aptitude, parental involvement, and the
overall school environment, play more crucial roles in influencing academic achievement in
basic science than the teacher's attitude alone.

It is essential to recognize that teachers' attitudes can impact the classroom climate and
students' interest in the subject, but academic achievement is a multifaceted outcome influenced
by various factors. Effective teaching methods, clear communication of concepts, and
appropriate instructional strategies are among the elements that have been shown to have a more

48
direct impact on student success in basic science (Johnson, 2020). A positive teacher attitude is
undoubtedly beneficial for fostering a conducive learning environment, research indicates that its
direct impact on student academic achievement in basic science may be limited when compared
to other influential factors. Understanding and addressing these multifaceted dynamics can
contribute to a more comprehensive approach to enhancing student outcomes in science
education.

4.2.3 Teacher’s years of teaching experience and Student's academic achievement in basic
science.

The results of this study indicate that there is no statistically significant correlation
between a teacher's years of experience and students' academic performance in basic science.
This suggests that teachers with extensive experience in the subject may not necessarily possess
the latest and most effective teaching methods compared to those who are relatively new to
teaching. The study underscores the importance of teacher competence, aligning with the views
of Awang, Jindal-Snape, and Barber (2013), who emphasized that teacher competence plays a
crucial role in enhancing the teaching profession and fostering educational quality globally.

Similarly, Aboderin (2001) emphasized the professional nature of teaching, asserting that
aspiring teachers should demonstrate mastery in their specialized subjects. In concordance with
this perspective, Esu (2001) highlighted the significance of a solid foundation in related subject
matter as a prerequisite for effective teaching. She further expounded that effective teaching
involves a combination of teacher ingenuity, a profound understanding of the subject matter,
professional commitment, and a comprehensive grasp of the psychological, historical,
sociological, and philosophical aspects of the subject matter. Ultimately, the study underscores
the importance of teachers continually updating their teaching experience. This entails refining
teaching skills, enhancing communication abilities, and adapting curricula to modern standards.
Such efforts are expected to contribute to improved student achievement and foster
competitiveness among students.

49
4.2.4 Teachers’ Gender and Students Academic Achievement in Basic Science

The findings of this study reveal that there is no correlation between teacher's gender and
students' academic achievement in Basic Science. Regardless of whether the teacher is male or
female, it does not significantly impact the student's performance in the subject. Notably,
although students taught by female Basic Science teachers demonstrated a slightly higher mean
performance (x̅ =24.40) compared to those under male teachers (x̅ =24.21), this difference lacks
statistical significance.

This outcome contradicts the hypothesis proposed by Dee (1988), suggesting that being
assigned to a teacher of the opposite sex lowers students' achievement by about 0.04 standard
deviations. Additionally, the study challenges the notion that just one year with a male Basic
Science teacher could eliminate a significant portion of the gender gap in reading performance
among thirteen-year-old. The results indicate that such a claim is unfounded, as there was no
substantial impact on students' performance based on the gender of their Basic Science teacher.
This study is also in accordance to Johnson et al. (2021) study, that explored the effects of
teachers' gender on students' science achievement using a large-scale longitudinal dataset.
Contrary to traditional assumptions, the study found no significant relationship between teachers'
gender and students' academic outcomes in basic science. These findings challenge stereotypes
and suggest that the effectiveness of science instruction is not inherently tied to the gender of the
teacher.

4.2.5 Joint Contribution of Teacher Teacher’s Competence and Attitude to Students’

Achievement in Basic Science.

The joint effect of teacher’s factors (competence and attitude) on students’ achievement in
Basic Science was found to be significant. This implies that when teacher’s competence and
attitude were taken together, they contributed to students’ achievement. Since teachers' attitudes
towards the teaching of basic science are rated to students' achievement, there is the need for the
teachers to know their role is to develop the student to become a productive worker and an
effective citizen. This revelation is very crucial and underlines the need to mould teachers'
attitudes positively towards teaching. A study by Akinsolu (2010) found that teacher competence

50
significantly influences students’ academic performance. The study revealed that teachers who
are well-trained and knowledgeable in their subject areas tend to produce students with better
academic performance. This is because such teachers are better equipped to deliver the
curriculum effectively, engage students in meaningful learning experiences, and provide
appropriate feedback on students’ learning progress.

However, the joint relationship between teacher competence and students’ attitudes in
influencing academic achievement is complex. A study by Ogunyinka, Okeke, and Adedoyin
(2015) found that while both teacher competence and students’ attitudes significantly influence
academic achievement, their combined effect is greater than their individual effects. This is in
line with this study which suggests that improving teacher competence and fostering positive
attitudes towards learning among students are both crucial for enhancing academic achievement
in Basic Science in Nigeria.

4.2.6 Relative contributions of teacher’s factors (competence and attitude) to students’

achievement in Basic Science.

The relative contribution of teachers’ competence and attitude to student academic

achievement in basic science revealed that the relative contribution of teacher’s competence to
students’ achievement in Basic Science was significant. While the relative contribution of
teacher’s attitudes to students’ achievement in Basic Science was not significant. This means that
the teacher’s competence is the teacher’s factor that predicted students’ achievement in Basic
Science.

The significant contribution of teachers’ competence to student academic achievement in

basic science underscores the pivotal role that educators play in shaping the learning outcomes of
their students. Teachers' competence encompasses various factors, including pedagogical skills,
subject knowledge, instructional strategies, and classroom management abilities. A competent
teacher not only possesses a strong command of the subject matter but also knows how to
effectively impart that knowledge to students, thereby fostering a conducive learning
environment.

51
 Furthermore, the significant relationship between teachers’ competence and student
academic achievement emphasizes the need for continuous assessment and support mechanisms
to ensure that educators remain effective in their roles. Ongoing professional development
opportunities, mentoring programs, and peer collaboration initiatives can help teachers refine
their instructional practices and adapt to evolving educational landscapes, ultimately benefiting
student learning outcomes.

While the contribution of teachers’ competence to student academic achievement in basic

science emerged as significant, the lack of significance regarding the influence of teachers’
attitudes warrant further investigation and reflection. Teachers’ attitude encompasses their
disposition, beliefs, values, and interpersonal interactions with students. While it is intuitive to
assume that a positive attitude would correlate with improved student outcomes, the absence of a
significant relationship in this study prompts a reconsideration of the factors at play.

While this study did not find a significant direct relationship between teachers’ attitudes and
student academic achievement, it is essential to recognize the indirect influence that teacher
attitude may exert through its interactions with other variables, such as classroom climate,
student engagement, and teacher-student relationships. Future research could explore these
nuanced dynamics to gain a more comprehensive understanding of the role of teacher attitude in
student learning outcomes.

52
53
 CHAPTER FIVE

5.0 CONCLUSION AND RECOMMENDATIONS

This section provides a summary conclusion and recommendations derived from the
outcomes of the research. It encompasses Educational implications and proposals for future
investigations. The aforementioned elements are structured according to the following headings:

5.1 Summary of the Study

This research investigated the relationship between various characteristics of teachers,

including their teaching competence, teaching experience, attitude towards teaching, and gender,
and their impact on the academic achievements of Junior Secondary School Two (JSS2) students
in Basic Science within the Ibadan North-East Local Government Area of Oyo State, Nigeria.
Employed a descriptive survey research design, the study encompasses the entire population of
junior secondary school two (JSS2) students and their Basic Science teachers in the specified
area.

A purposive random sampling technique was utilized, employing a multi-stage approach, to

select a representative sample of five hundred (500) junior secondary school two (JSS2) students
from ten schools with intact classes. This sample included 50 students per school, with a
corresponding Basic Science teacher selected from each school. The selection was carried out
from a population of 32 Basic Science teachers and 3,245 students across Junior Secondary
Schools in Ibadan North-East Local Government Area, Oyo State.

The instruments employed in this research include the Teachers' Teaching Competence
Observation Scale (TTCOS), the Teachers' Attitude Towards Teaching Basic Science Scale
(TATTBSS), and the Student Basic Science Achievement Test (SBSAT). The collected data
underwent analysis using Pearson’s Product Moment Correlation (PPMC), T-test and Multiple
Regression, with a significance level set at 0.05. The results indicated a substantial relationship
between teachers' characteristics, such as teaching competence attitude towards teaching, years
of working experience, and gender on students' academic achievements in basic science.

54
5.2 Conclusion

Based on the data collected and analyzed in this study, it can be inferred that there exists
a robust relationship between teachers' teaching competence and the academic achievement of
students in basic science. Also, the relative contribution of teachers’ competence to students’
achievement in basic science was significant while the relative contribution of teacher’s attitude
to student achievement was not significant. This means that teachers’ competence is the factor
that predicts students’ achievement in basic science. This relationship serves as a foundational
link to students’ success in more advanced levels within science-related fields. According to the
findings, there is a positive, low non-significant relationship between teachers’ attitudes and
students’ achievement in Basic science, implying that teachers’ attitude is not related to students
in basic science. Contrarily, findings showed that the joint contribution of teachers’ competence
and attitude to students’ achievement was significant, this implies that when teachers’
competence and attitude were taken together, they contributed to the academic achievement of
students in basic science However, teachers’ year of experience and gender had no significant
relationship on students’ achievement in basic science.

5.3 Recommendations

Based on the findings, the following recommendations were made:

1. Establish ongoing, focused professional development initiatives for teachers, addressing

both subject matter expertise and effective pedagogical strategies to elevate competence
in teaching basic science.
2. Establish a continuous monitoring and evaluation system for assessing teachers'
competence, incorporating periodic assessments, classroom observations, and feedback
mechanisms. This system aims to pinpoint areas for improvement and offer essential
support as needed.
3. Create initiatives to foster positive attitudes in teaching basic science, encompassing
workshops to cultivate enthusiasm for the subject, workshops on cultivating a positive
classroom atmosphere, and strategies for building effective teacher-student relationships.
These programs aim to enhance the overall teaching experience and student engagement
in basic science.

55
 4. The Ministry of Education should develop a system for continuous monitoring and
evaluation of teachers' teaching competence. This can involve periodic assessments,
classroom observations, and feedback mechanisms to identify areas for improvement and
provide necessary support.

5.3 Educational Implications

This study has contributed knowledge in some ways below:

1. The academic success of students in basic science is influenced by teachers' teaching

competence in employing effective teaching methods. This underscores the importance of
imparting knowledge in the right manner, implying that the emphasis should be on
teaching approaches rather than the number of years of experience in the field.
2. The impact of teachers' attitudes on students' academic achievement in basic science is
substantial. A proficient teacher with a positive attitude creates a conducive environment,
fostering comfort for students to approach them. This facilitates open communication,
allowing students to seek clarification for any questions on their minds or assistance with
academic challenges.

5.4 Limitations to Study:

1. Numerous elements among teachers could potentially influence students' academic

performance in basic science. However, this study specifically focuses on teachers'
competence, attitude, gender, and years of experience as the key determinants.
2. Because of financial limitations, the research was restricted to Ibadan in terms of
geographical coverage.
3. The population sample for this study was limited to only junior secondary school two
students which were not the only students offering Basic Science in junior secondary
schools.

5.5 Suggestions for Further Studies

The results of this investigation identified a research void that provides an opportunity for other
researchers to conduct their inquiries. For instance,

56
1. The study has the potential to be conducted in different regions within the state or country
and across various fields of knowledge.
2. Expanding the sample size can be achieved by incorporating junior secondary school
basic science students from both year one and year three (JSS I & JSS III).

57
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