TEACHER’S CHARACTERISTICS AND ACADEMIC PERFORMANCE OF

BIOLOGY STUDENTS IN SECONDARY SCHOOLS IN CALABAR

MUNICIPALITY OF CROSS RIVER STATE.

A RESEARCH PROJECT
BY
UKPONG JOSEPH BASIL
ABSTRACT
The purpose of this study was to investigate the influence of teachers’
characteristics (qualification, years of teaching experience and attitude) and students’
academic performance of Biology in secondary schools in Calabar Municipality of
Cross River State, Nigeria. A survey research design was used. And two instruments
were used for data collections. Questionnaires and Biology Achievement Test
(BAT). Simple random sampling was used to select one hundred and fifty SS2
Biology students and five teachers. Data collected were analyzed using One-way
Analysis of Variance (ANOVA). The researcher posited three null hypotheses (two
were tested at 0.05 level of significance). The result revealed that teachers’
qualification and teachers’ years of teaching experience inextricably has a significant
influence on students’ academic performance in Biology, while teachers’ attitude did
not influence students’ academic performance. Based on these findings, the
researcher recommended that Government should put in place measure and
incentives to encourage and motivate experience teachers in the school system and
students should learn to be studious not relying on only for their academic
performance.
Key word: Teacher, Biology, academic achievement, attitude and students.

CHAPTER ONE

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 INTRODUCTION
1.1 Background to the study
Across the world, education is a vital process in human development and
environmental management and a process of refining and preserving the collective
values embedded in the culture of the society (Nja, Cornelius-Ukpepi, & Orim
(2019),Oyekan, (2000). By education, a network of worthwhile knowledge, skills and
habits is passed on from one generation to the other for effective citizenship and
collective benefits of the society. Education is a systematic, intellectual and moral
training, development, geared towards obtaining knowledge, development of character
and also mental development that will ensure human survival (Nja, Cornelius-Ukpepi,
Edoho & Orim (2019) Nja, Idiege & Obi (2017) Nja and Idiege (2019)). Nja, Cornelius-
Ukpepi, Edoho, Neji,(2020). This becomes a reality through effective teaching and
learning. Education is often conceived as a systematic action of imparting relevant
knowledge, skills and habits to the learners in their preparation for meaningful life and
contribution to better society (Oloyede,2006.) This action is however usually delivered
through skillful exposure to a number of academic disciplines.
Science education is a part of education which makes a man rational,
develops his independent thinking and helps in removing the superstitions, prevalent in
the society in various forms (Nja, Kalu, & Neji. (2015). In view of the modern
developments in science and its importance to today’s world, science education and
scientific outlook have assumed a significant place. Science education is most
commonly broken down into; Biology, Chemistry, Physics and Mathematics (Nja,
Cornelius-Ukpepi, Edoho & Orim (2019) Nja, Idiege & Obi (2017) Nja and Idiege
(2019)). Nja, Cornelius-Ukpepi, Edoho, Neji,(2020). Don-philips (1975) stated that
science education or indeed all education, must develop in students both an awareness
to the problems facing the society and the capacity to contribute towards their solution.
Science has become a substantial and integral part of organized society. There is a close
interaction between science and the economic, social, political and educational system
of the society. Never before in the history of mankind has society been so dependent
upon scientific knowledge as it is today. Science education cultivates students’ curiosity
about the world and enhances scientific thinking. Through the inquiry process, students
will recognize the nature of science with the aid of biological studies and develop
scientific knowledge and science process skills to help them evaluate the impacts of
scientific and technological developments. The emphasis of science education is to
enhance students’ scientific literacy through investigative activities that involves
planning, measuring, observing, analyzing data, designing and evaluating procedures,
and examining evidence.

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 Biology is the natural science that studies life and living organisms including
their physical structure, chemical processes, molecular interaction, physiological
mechanisms, development and evolution. The basis of our very origin and existence on
earth lies within the depths of biological sciences. Biology has an endless array of
species. Biology plays an important role in the understanding of complex forms of life
involving humans, animals and plants. Biology helps individuals understand the
interaction between humanity and the world. It also develops interests in the lives of
living organisms in an effort to preserve them. Studying biology is the foundation of all
characteristics of life on earth. Apart from creating solutions to the challenges many
living organisms face, it paves the way for inventions and discoveries that improve the
quality of life. Biology can also be appreciated by the advances in the improvement of
food supply and elimination of hereditary diseases. Biology is a science-oriented
course; thus, it has developed advancement as it concerns the field of forensic science,
genetic engineering and machines. In spite of its importance, however, the performance
of students has degenerated at higher level of secondary schools (2008).
In recent years, students’ academic performance or achievements in senior
secondary certificate examination (SSCE), the decline in academic accomplishments of
students in Biology is reflected yearly in students’ results published by the examination
bodies. Dinah (2013) concluded that, availability of text books, laboratory apparatus
and other learning resources contribute significantly to the performance of students in
Biology Examination. He added that, students with positive attitude towards the subject,
register better performance than those who had a negative attitude. Those with positive
attitude are motivated to work hard and this is reflected in the good marks scored in the
examination. The search for a more effective approach for the acquisition of process
skills has persisted over the years. This is because, the acquisition of science process
skills are the bases for scientific inquiry and the development of intellectual skills and
attitudes that are needed to learn concepts. Nwosu in Ibe (2004) asserted that science
process skills are abilities which can be developed by experience and used in carrying
out mental and physical operations. According to Ibe (2004), the American Association
for the Advancement of Science (AAAS) developed a program known as ‘Science A
Process Approach’ (SAPA). This program sees science processes as the essence of
science. Realizing the importance of science process skills as solution to scientific
problems, the Federal Government, among other things states as one of the national
goals of education in Nigeria that; “education should aim at helping the child in the
acquisition of appropriate skills, abilities and competence, both mental and physical as
equipment to contribute to the development of the society” (Federal Republic of Nigeria
FRN, 2004-29). In order to realize this goal, associations, such as Science Teachers
Association of Nigeria (STAN) and Nigerian Integrated Science Project (NISP) were
set up by the government to look into the various curricula developed, have their

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objectives which have to be achieved for a successful science education and attainment
of the national goals and aspirations. These goals and aspirations cannot be realized
except through the effective effort of the classroom teacher. According to Nwagbo
(2001), a number of factors have been identified as contributing to the non-acquisition
of skills by secondary schools’ students which invariably lead to poor performance and
one of the factors is the teacher variable that is; the teachers’ method of teaching.
Furthermore, Okoli (2006) indicated that many science teachers prefer the traditional
expository or lecture method of teaching that is, a teaching technique in which one
person, the teacher, presents a spoken discourse on a particular subject and shy away
from activity-oriented teaching method which are student centered (such as inquiry
method, discovery method, investigate laboratory approach). Nwagbo (2006) observed
that such teacher-centered approach which places the teacher as the sole possessor of
knowledge and the students as passive recipient of knowledge may not enhance
achievement or promote passive attitude to Biology.
Science learning is expected to produce individuals that are capable of
solving their problem as well as those of the society. Such and technology constitute
the basis of advancement in nearly all fields of human endeavor. Obiekwe (2008)
reported that all is not well with science teaching. Obiekwe lays extreme emphasis on
content and the use of ‘chalk and talk’ method neglecting the practical activity method
which enhances teaching and learning. This negligence and ‘shy-away’ attitude from
activity oriented-method of teaching has led to obstruction which makes the student less
active and more prone to rote memorization. Based on this, the Federal Government of
Nigeria is emphasizing “the teaching and learning of science process and principles
which will lead to fundamental and applied research in the sciences at all levels of
education” (FRN, 2004:29). A lot has been done to improve science teaching in
secondary school in Nigeria. In spite of that, students continue to perform badly in
science subjects, of which Biology is one. This situation has created the need for more
effective teaching method. It then becomes necessary to explore the efficacy of
alternative method of redressing the situation. Studies have been done on science
process skills, but there is empirical evidence so far, on the effects of Biology practical
activities on students’ process skills acquisition. Therefore, the problem of this study
passed as a question is; which of the two teaching methods chosen (practical activity
and lecture method) (Nja, Cornelius-Ukpepi, Edoho, and Orim,(2019), Nja,&Kalu
(2013).
Kanno and Onyeachia (2009) assumed that teachers’ behavior or style has a
lot to do with students’ performance if practiced systematically. 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

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experienced teachers. The teacher is the builder whose performance depends on
adequate qualification, experience, attitude and mastery of the subject matter
(Amasuomo & Ntibi (2017) and Ntibi & Orim (2017). This adequate knowledge and
experience could be attained or achieved by acquiring additional knowledge that will
stimulate his communication in teaching for efficiency (Oyedeji, 2000). That is, the
qualification and experience of a teacher enhances or determines performance. It could
also be noted that the level and quality of education attained by the teacher determines
the characteristics exhibited vis-à-vis the performance of the student.
Implicit in the above is that for education to be effective, it has to integrate
knowledge, the emotional and manipulative components. Hence, it becomes imperative
that interpersonal relationship is an essential element in the educational process be it
cordial or strained, the human relationship affects not only teaching and academic
performance of students but every face of life. The status of teaching as a professional
cannot be underestimated. Teachers characteristics need to be clearly identified and
standardized in line with what students need to succeed. It is strongly believed that
teachers who are enamored with the necessary attributes will strongly influence the
academic achievement of their students.
It is at this juncture that the researcher sought out the relationship that exist
between teachers’ characteristics and academic performance of Biology students in
secondary schools in Calabar municipality of Cross River State.
1.2. Theoretical framework
Certain theories abound in many studies which are related to an
understanding of teachers’ characteristics and academic performance of students.
This research will be grounded on two theories relevant to this work. These
are;
a) Maslow’s need theory (1968)
b) Piaget theory of cognitive development (1929)
a. Maslow’s need theory (1968)
This theory was propounded by Maslow (1968). The theory states that, man
has various needs to best satisfy. This theory is physiological needs, safety needs, social
needs, esteem needs and self-actualization needs. Man, always want to satisfy each of
these needs, once a particular need is accomplished; he turns to the other again seeking
satisfaction.
The implication of this theory to the present study is that, we cannot ask
teachers to put more effort in teaching the learners without motivating them adequately.
Some teachers may abandon the student (learners) in the school after signing time book

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 for their personal business just because the salary they get is not reasonable. One way
they may be made to show commitment in the teaching and learning activity, is to
encourage them by way of prompt pay and making their payment reasonable. This will
help them satisfy their personal and family needs. Since man’s needs drive him to engage
in several activities, he can be handsome by being rewarded to get his attention in the
right direction that would produce tangible results for the betterment of the society and
educational system.
b. Piaget theory of cognitive development (1929)
This theory was propounded by a French-Swiss in (1929). Piaget, a product of
Max Wertheimer, stipulated that the learner has to progress from a state of not knowing
to knowing, so as to develop their mental process by which knowledge is acquired and
utilized. To him, the theory deals with age related transition in pattern of thinking which
include; reasoning, remembering and problem solving. Piaget saw cognitive
development as a continuous process of unfolding which passes through a series of
motivational stages namely; sensorimotor stages, preoperational stages, concrete
operation stages and formal operation stage. Each of these stages is associated with
distinctive way of thinking. The sensorimotor stage is characterized by coordination of
sensory input and motor responses as well as development of object performance with
little or no capacity for symbolic representation. The preoperational stage deals with the
representation. The preoperational stage deals with the development of symbolic
thought, heavy reliance and initiation with no understanding of conservation or
reversibility. Whereas, at the concrete operational stage, a child’s mental operation
applies concrete objects and events as well as development of conservation and mastery
of concepts of reversibility are evolved. The signal of emergence of formal operation
stage is when children develop into adolescence and gradually starts to apply logical and
systematic thinking. In Nigeria school setting, a child in their senior secondary class is
assumed to be within the formal operational stage which qualifies him or her as
adolescence. At this level, he or she starts to apply logical and systematic thinking in
every learning situation.
This theory is relevant to this study because it helps the teacher to be aware of
the developmental stage in which a child is functioning and should be taught only when
he or she is ready at the present stage development. By this situation, the teacher should
be able to plan curriculum in such a way that it favors the level of cognitive operation
and structures that children have successfully attained in mind.
1.3. Statement of the problem
The annual release of SSCE results conducted by the WAEC justified the
problematic nature and generalization of poor secondary school students’ performance
in different school subject including Biology. It is believed that if Biology concepts are
not taught from known to unknown and from simple to complex, it is likely that students

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might find it difficult to understand the concepts taught. Though the result of May/June
2017 had recorded increase in the pass rate with 923,486 candidates representing 59.22%
of a total of 1,471,151 candidates who sat for the examination scoring a minimum of five
credits including Mathematics and English Language as against 52.97% in 2016. There
is a lot more to be done, therefore to encourage pass rate in schools.
Since one of the purposes of education is the acquisition of knowledge and
skills, students’ performance after graduation can be seen as a reflection of their
performance in school. However, a lot of variables may inhibit or hinder effective
dissemination of knowledge to the understanding of the content of students, such
variables may be teachers’ qualification, teachers’ experience and teachers’ attitude.
While the present study sought to examine the effects or impacts pf teachers’
characteristics and academic performance of Biology students in secondary schools in
Calabar municipality of Cross River State.
1.4. Purpose of the study
The general objective of this study is to examine the relationship between
teachers’ characteristics and students’ academic achievements in Biology. The study
focused on the following teachers’ characteristics, teachers’ qualification, teachers’
experience and teachers’ attitude and their effect on students’ academic achievements.
1.5. Research questions
In order to examine the issues raised in the study, the following research
questions are raised by the researcher;
1. To what extent does teachers’ educational qualification influence students’
academic performance?
2. To what extent does teachers’ work experience influence students’ academic
performance?
3. How does teachers’ attitude influence students’ academic performance?
1.6. Research hypotheses
The following hypotheses were formulated to guide the study.
1. There is no significant influence between teachers’ academic qualification and
students’ academic performance.
2. Teachers’ years of experience does not significantly influence students’
academic performance.
3. There is no significant influence of teachers’ attitude to work on students’
academic performance.
1.7. Significance of the study

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 The findings of this study will be useful to students of Biology, teachers of
Biology, educational policy makers, the Government and the society at large. This will
contribute to the better achievement in Biology.
The study is expected to serve as reference or guide for the students of
Biology, it will also enable students mostly in Cross River State, Calabar municipality
local Government Area to know the interrelation between students’ performance and
teachers’ characteristics.
Teachers of biology also stand to benefit from the study as in choosing
training and development programs that will help them to improve their quality, skills,
knowledge, mastery of the matter and also to adapt to the new innovations in teaching
and learning method, all which will lead to better academic performance 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 promotion,
teaching and learning process in their domain; the findings will be a value 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 are in charge of personal administration in secondary schools, by the
findings, they would be assisted to take cognizance of these qualities, thus, emphasize
them during recruitment exercise of teachers and on-going teacher administration. This
will help to ensure qualitative recruitment exercise. In this connection, this study
provides a valuable reference for other schools to reflect upon, the school teachers’
characteristics as it affects the academic performance of students in secondary schools.
1.8. Assumption of the study
The following assumptions are made in developing the research hypotheses;
1. The sample for the study was normally distributed
2. The respondent understood the instruments used for data collection
3. The result of the teachers made achievement test of the various schools used to
determine the students’ academic performance is free from teachers’ favoritism
and examination leakage.
4. The student’s scores in achievement test items are genuine and unbiased
1.9.1 Limitation of the study

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 The study was hindered by the following constraints;
a) Financial constraint: the money involved in the course of getting research
materials and surfing for relevant information gathering.
b) Time constraint: the ability to reach out to many secondary schools for the
collection of data was hindered. Distance that are to cover within limited
period of time could be a little bit difficult.
1.9.2 Delimitation of the study
The scope of this study is determined to the influence or impact on teachers’
characteristics on students’ academic performance in Biology Calabar Municipality
Local Government Area of Cross River State. Also, the study is to be conducted on
teachers’ characteristics such as qualifications, years of experience, attitude and
mastery of the subject matter.
This study therefore covers some selected secondary schools in Calabar
Municipality Local Government Area of Cross River State.
1.10. Definition of terms
The following operational definitions of terms are explained for the study:
Teachers’ characteristics: These are some of the teachers’ variables such as
qualification, work experience, age, sex, attitude among others.
Academic performance: This refers to achievement of students’ scores obtained by
students in Biology test administered to students in schools.
Work experience: This express the length to time a teacher has been on the number
of years a teacher has been teaching
Teachers’ attitude: This is concerned with an individual’s ways of acting and
behaving as well as over all human relations.
Teachers’ qualification: This refers to fitness for purpose through fulfillment of
necessary conditions such as completion of required schooling or training or
acquisition of a degree or diploma.

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 CHAPTER TWO
LITERATURE REVIEW
This chapter is on the review of related literature on the variables in this
research work. The review is based under the following sub-headings
2.1 Teachers’ qualification and student’s academic performance in Biology
2.2 Teachers’ years of experience and students’ academic performance in Biology
2.3 Teachers’ attitude and students’ academic performance in Biology
2.4 Summary of Literature
2.1. Teachers’ qualification and students’ academic performance in Biology

In a study on the impact of teachers’ qualification on students’ performance,

Colfalter, Ladd and Vidgor (2006) found that a significant difference exists in the
mean performance of the students in schools, staffed with qualified teachers and
teachers and those schools staffed with unqualified teachers. Adeniji (2004)
supported these findings to a great extent that teachers’ qualification has potent
relationship with students’ achievements. Iheanacho (2002) argued that teachers with
higher education qualification are more effective than those with lower qualification
and that skilled teachers with some additional skills are more productive than the
skilled. This could be the reason for specifying the minimum educational
qualification for entering into the teaching profession in Nigeria certificate in
Education (NCE) by the Federal Republic of Nigeria (2004), in her National policy
on education.
Iheanacho further reports that when an individual opts to obtain additional
qualification, his rate of return at a particular level is raised. He proved this by
comparing the performance of secondary school learners and the university
graduates. Therefore, teachers with [Link]., [Link], [Link]. Ed are expected to be more
productive, all things being equal, especially as they earn more, they also see
themselves as experts in their areas of specialization. Sewage (2002) also discovered
that there is significant difference between the achievements of the students taught
by HND and Degree certificate holders in Education. Those taught by degree holders
in Education such as [Link]., [Link]. Ed, [Link]. were consistently better in their
performance than HND certificate holders. Abe, T.O. (2014) studied the effects of
teachers’ qualification on students’ performance in mathematics. Three hundred
students were randomly selected from ten schools out of sixteen schools in Ikere
Local Government Area of Ekiti state. The criterion for the selection of mathematics
teachers was based on teachers’ qualification. T-test statistics was used to test the
three hypotheses in the study. According to the result, there was a significant
difference in the performance of students taught by professional teachers. The
difference was also registered between students taught by NCE and BSc. Ed teachers

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and also between [Link]. teachers and [Link]. Ed teachers. In its recommendation the
study suggested that only qualified mathematics teachers should be allowed to teach
mathematics at the secondary school level.
Furthermore, the study recommends that holders of lesser qualifications such
as Nigeria certificate in Education (NCE) be allowed to proceed in their education
either through part-time or study leave. In the same vein, the study recommended
that teachers without teaching qualification should be advised to pursue their Post
Graduate Diploma in Education (PGDE). This may improve their teaching method
in order to improve the performance of students’ in mathematics. Though, the study
of secondary school students in Kenya by Waseke, Simatwa and Okwach (2016)
showed the expected results that teachers with Bachelor of Education ([Link]. Ed)
qualification significantly influenced their students’ performance. It also revealed the
unexpected outcome with the discovery that teachers with the master of Education
([Link]. Ed) or Diploma (HND) qualification did not significantly influence the
performance of their students.
2.2. Teachers’ years of experience and students’ academic performance in Biology
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 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).
Dial (2008) conducted a study to examine whether years of teaching
experience have an effect on overall achievements of students on the communication
art and mathematics section of the Missouri Assessment program. Descriptive

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statistics and factorial ANOVA was used in this study. Data was analyzed from both
the communication arts and mathematics sections of the Missouri Assessment
program exam from the 2005-06 and 2006-7 school years. Whereas the overall
results indicated that years of experience and degree level; had an effect on 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.

2.3. Teachers’ attitude and students’ academic performance in biology

Speaking on the relationship which exists and that which is expected to exist
between students and their teachers. Various efforts by Education researchers to
provide valid explanation for the trend have not yielded conclusive results. For
instance, Tella (2007) investigated the impact of motivation on secondary school
students’ mathematics achievements in Nigeria. He reported that the was a
significant difference in mathematics achievements of students on the degree of their
motivation. McDonald (2001) also found that two-third level of high school students
appeared to have experienced an uncomfortable level of test anxiety which
consequently had a negative effect on their academic performance.
In a study carried out by Ada and Olatundu (2007), it was discovered that
teachers’ characteristics influences students’ performance in secondary schools. In
the work of Wirth and Perkins (2013), it was revealed that teachers’ attitude
contributed significantly to student attention in classrooms, Mucella, Melis and Ahu
(2011) investigated the effects of teachers’ attitude on students’ personality and
performance in Instanbul Turkey. The findings from their study showed that
teachers’ positive attitude have positively influence students’ personality as well as
their life performances.
A study on the effects of teacher characteristics and attitudes on student
achievement in KCSE Examination was conducted by Kurgat and Gordon (2014).
The findings of their study revealed that teachers have a positive attitude towards the
subject thus poor performance could be attributed to other factors than teacher

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attitudes. This therefore mean that teachers’ attitude directly affected students’
attitudes. Students could have better assimilation if teachers show charming interest
in their subjects and focus their teaching because attitudes to teachers and focus their
teaching because attitudes of teachers and students, influence instructional practice
(wilkin 2004). Teaching and learning can only be effective when the correspondent
teacher is happy and professionally fulfilled (Spinthal, 2007) and teachers with good
attitudes creates a good learning environment for students (Vermunt and Verschaffel,
2000).
Furthermore, Shittu and Oanite (2015) in their study on teachers’ attitudes; a
great influence on teaching and learning of social studies students’ attitude, lack of
jobs satisfaction, poor remuneration and delayed salary are factors that affects
teachers’ attitude.

2.4 Summary of literature

The literature review was considered under the sub variable of independent
variables. Each variable was discussed with empirical data. Teachers’ characteristics
and academic performance of Biology students in secondary schools in Calabar
Municipality of Cross River State. The results of all the relevant literature reviewed
such as Teachers’ qualification, Teachers’ years of teaching experience and
Teachers’ attitude showed that, almost all the researchers came up with different
report about the aforementioned variables.
In summary, this chapter enumerated the depth and quality of literature on
teachers’ experience and students’ academic performance are not as robust as that of
teachers’ qualification; however, the literature that exist on the relationship between
teachers’ experience and students’ academic performance are much more consisted
and positive in this relationship than are the findings on the relationship between
teachers’ attitude and students’ achievements.
In view of the review of the assertion postulation and findings of related
literature from researchers, authors and scholars, it is believed that teachers’
qualification, teachers’ years of teaching experience and teachers’ attitude on the area
of teachers’ characteristics are the key factors for students’ academic achievement in
Biology.

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 CHAPTER THREE
RESEARCH METHODOLOGY
This chapter presents the various methodologies and procedures adopted by
the researcher to the process of gathering and evaluating the relevant data required
for valid analysis. The methods and procedures adopted are presented under the
following sub-headings.
3.1 Research design
3.2 Area of study
3.3 Population of the study
3.4 Sampling of the study
3.5 Sample
3.6 Instrumentation
3.6.1 Validity of the instrument
3.7 Procedure for data collection
3.8 Procedure for data preparation
3.9 Procedure for data analysis
3.1 Research design
The survey design was considered most suitable for the study. It allows the
researcher to access the situation under investigation as it exists presently. According
to Kerlinger (1986) survey research design is directed towards determining the nature
of a situation as it exist at the time of an investigation. He further described it as a
type of research that allows studies large and small population by selecting and
studying samples chosen from the population to discover the relative incidence,
distribution, interrelation of sociological and psychological variables. The study
examines the influence of teachers’ characteristics, the situation as it exists at the

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time of this study. This can be effectively achieved by using the survey research
design.
3.2 Area of the study
The area of the study is in Calabar municipality Local Government Area of
Cross River State, Nigeria. Calabar municipality has an area of 142 square kilometers
and a population of 179,392 at the 2006 census.
Calabar municipality lies between latitude 040, 150, and 50 N and longitude
80, 250E. In the North, the municipality is bounded by Odukpani Local Government
Area in the North. East by the great Kwa River. It is southern shores are bounded by
the Calabar River and Calabar South Local Government Area.
Calabar municipality has a dual role. Apart from being the capital city of
Cross River State, it also plays it role as headquarters of the southern senatorial
district. There are ten wards in the Local Government viz ward 1, ward 2, ward 3,
ward 4, ward 5, ward 6, ward 7, ward 8, ward 9 and ward 10. By virtue of its location
along the waterfront, the Efiks embraced western culture. They carried on successful
trade with early Europeans. Fishing is another occupation identified with them. The
Quas on the other hand occupy the bulk of the hinterland Calabar where farmers,
hunters, traders and blacksmiths are found. The main thrust on Agriculture of the
Calabar municipality Local Government is the overall increase in productivity and
food with emphasis on crop production and improvement of livestock and fisheries
development and the general extension of relevant agricultural information and
services to them.
3.3 Population of the study
The population of this study consisted of all teachers and all the SS2 Biology
students in Calabar municipality Local Government Area of Cross River State. The
number of teachers for this study is made up of eighty-five (85) and the total number
of SS2 Biology students for this study is one thousand and fifty (1050). The total
number of secondary schools for this study is thirty-five (35) secondary schools in
Calabar municipality.
3.4 Sampling technique
The sampling technique used for this study was simple random technique.
This is a technique of a statistical population in which each member of the subset has
an equal probability of being chosen to be among the study sample. The researcher
used a balloting system in selecting five (5) secondary schools in Calabar
Municipality out of thirty-five (35) secondary schools in Calabar Municipality Local

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Government Area. This was alone done by writing all the names of the schools and
alphabets were assigned to them to reduce the size of the paper used. The paper was
carefully folded and thoroughly mixed in a container.
The table below showed the summary of the study sample
NO SCHOOL NAME SAMPLE

1 Comprehensive secondary school, Akim 30

2 Margaret Ekpo Secondary School 30
3 Government Secondary School, State Housing Estate 30
Atekong Drive
4 Eastern Secondary Commercial School 30
5 Government Secondary Commercial school 30
TOTAL 150

NO TEACHERS’ NAMES SAMPLE

1 Mr. Godwin Amah 1
2 Mr. Benjamin Ben 1
3 Mr. Abem Raymond 1
4 Mr. Isreal Benson 1
5 Mr. Julius Enang 1
TOTAL 5
The total number for the study sample is 155 (one hundred and fifty-five)

3.5 Sample
The sample size consisted of 5 teachers and 150 students in the ratio of 1:30
randomly selected from the five (5) secondary schools in Calabar Municipality,
Cross River State.
3.6 Instrumentation
Two instruments were used for data collection: questionnaire and Researcher
Made Biology Achievement Test (RBAT). The questionnaire was developed to elicit
responses from the SS2 Biology teachers using a 4-point Likert scale ranging from
Strongly Agree (SA) to Strongly Disagree (SD). The questionnaire consisted of items

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such as highest qualification of teachers and teacher’s year of experience while
section B consisted of five (5) items statements related to teachers’ attitude.
These instruments were used for data collection. Questionnaire and
Researcher Made Biology Achievement Test (RBAT) was to elicit responses from
students concerning their academic performance. The test consisted of twenty (20)
multiple. Choice questions were students are expected to choose any option that
appeals to them from option A-D and each question carried one (1) mark, marking a
total of 20 marks.
3.6.1 Validity of the instrument
Validity refers to the ability of a research instrument to measure what it is
meant to measure. To ensure that the items selected for inclusion in the questionnaire
were capable of eliciting relevant data from respondents required for valid analysis,
the researcher presented the designed questionnaire to two experts in test and
measurement and evaluation and later to the supervision of the work for a final
scrutiny before it was administered to respondents.

3.7 Procedures for data collection

The researcher visited each of the sampled schools and obtained permission
from the principal. Before the administration of the questionnaire was made, the
researcher took time to explain the purpose and procedure for completing the
questionnaires correctly. In all, one hundred and fifty-five (155) questionnaires were
administered and were all retrieved.
3.8 Procedures for data preparation
A key was developed to serve as a guide for coding the data collected for
analysis. The items on the questionnaire were sorted out according to the variable
they were to measure. A frequency table was drawn to code the available data as
found on each questionnaire for all sections. The coding schedule which was
developed based on the Likert type options.

Strongly Agree (SA) 4 points

Agree (A) 3 Points
Disagree (D) 2 Points

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Strongly Disagree (SD) 1 Points
3.9 Procedures for data analysis
The analysis of data was based on data collected for this to be done with ease,
the hypothesis was restated, the independent and dependent variables identified and
the appropriate tool for the analysis indicated as shown below
Hypothesis one (H0)
There is no significant influence between teachers’ academic qualification
and students’ academic performance
Independent variables: Teachers’ academic qualification
Dependent variable: Students’ academic performance
Statistical tool: One-way Analysis of Variance (ANOVA)
Hypothesis two (H0)
Teachers’ years of teaching experience does not significantly influence
students’ academic performance
Independent variable: Teachers’ years of experience
Dependent variable: Students’ academic performance
Statistical tool: One-way Analysis of Variance (ANOVA)
Hypothesis three (H0)
There is no significant influence of teachers’ attitude to work on students’
academic performance
Independent variable: Teachers’ attitude
Dependent variable: Students’ academic performance
Statistical tool: One-way Analysis of Variance (ANOVA).

CHAPTER FOUR
DATA ANALYSIS AND DISCUSSION

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 This chapter is concerned with the hypothesis by hypothesis presentation of
data interpretation of results and discussion of results. It followed the sub-headings
below;
4.1 General description data
4.2 Hypothesis-by-hypothesis presentation of results and interpretation
4.3 Discussion of findings
4.4 Summary of findings
4.1 General description of data
The study was on teachers’ characteristics and academic performance of
Biology students’ in secondary schools in Calabar Municipality of Cross River State.
The independent variables in the study were; teachers’ qualification, teachers’ years
of teaching experience and teachers’ attitude.
The dependent variable in the study was the academic performance in
Biology and were collected using Biology Achievement Test.
4.2 Hypothesis-by-hypothesis presentation of results and interpretation
4.2.1 Hypothesis 1 (H0)
There is no significant influence between teachers’ academic qualification
and biology students’ academic performance.

Table 3: Mean, standard deviation and summary of one-way analysis of variance

(ANOVA) of influence of teacher’s academic qualifications on academic
achievement of biology student.
Teacher’s qualification NCE [Link]. [Link]. [Link].(Ed) [Link] Total
N 30 30 30 30 30 150
∑X 322 367 378 352 461 1880
Mean 10.73 12.23 12.60 11.73 15.37 12.53
Std. Dev. 3.96 4.13 3.50 1.57 1.35 3.47

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 Sum of Mean
Source of variations Df F
squares squares
Between-treatments 360.07 4 9.02 F = 9.13
Within-treatments 1429.27 145 9.857
Total 1789.33 149
F-critical 3.91xP<,05
The f-ratio value is 9.13225. The f-critical=2.26 at 1. The result is significant
at p < .05.
Descriptive statistics of Table 3 showed that the mean of NCE, [Link]. [Link].
[Link].(Ed) and [Link] was highest 15.37 and NCE had the least mean of 10.7. One-
way Analysis of Variance (ANOVA) on that same Table was used to find out if the
result of the descriptive statistics was statistically significant. The f-value of the
analysis at 0.05 significant level and at 145 degree of freedom for within treatment
and 4 degree of freedom for between treatment was 9.13. The p-value is less than f-
value calculated of 9.13. The result was significant at p<0.05. The null hypothesis
that stated that, teachers’ qualification does not significantly influence students’
achievements in Biology was not accepted. It therefore means that teachers’
academic qualifications affect students’ academic performance.

4.2.2 Hypothesis two (H0)

Teachers’ years of teaching experience does not significantly influence
students’ academic performance

Table 4: Mean, Standard deviation and summary of analysis of variance of influence

of teacher’s teaching experience on biology students’ performance
Teacher’s teaching N Ẋ SD
Experience
0-9 years 60 11.48 4.08
10 and above years 90 13.23 2.80
Total 150 13.53 3.47
Source of variation Sum of square Means of Square F

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Between-treatments 110.25 1 110.25 9.72
Within-treatments 1679.08 148 11.35
Total 1789.33 149

F-critical 3.91 xP <,05.

The f-ratio value is 9.7178. The F-critical 3.91. The result is significant at p
< .05.

Descriptive statistics in table three revealed that the highest mean was for
teachers with high attitude towards the teaching of Biology (13.233)

Analysis of variance (ANOVA) in that same table 4 was used to find out if
the observed difference in the descriptive statistics was statistically significant. The
ANOVA result showed an f-value of 9.7178. The p-value was 0.002193 since the f-
value was greater than the p-value, (9.7178> 0.002193) at 0.05 level of significant.
The result was significant. The null hypothesis stated that teachers’ years of teaching
experience does not significantly influence students’ academic performance was
rejected. This means that teachers’ years of teaching experience influences the
academic performance of their Biology students.

4.2.3 Hypothesis three (H0)

There is no significant influence of teachers’ attitude on students’ academic

performance.

Table 5: Mean, Standard deviation and summary of analysis of variance of influence

of teacher’s attitude

N Ẋ SD

Teacher’s Attitude
Positive 90 12.9 3.65
Negative 60 11.98 3.11
Total 150 16.30 3.46
Sum of Mean
Source of variation df F
square squares

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 Between-treatments 30.25 1 30.25 F = 2.54508
Within-treatments 1759.0833 148 11.8857
Total 1789.3333 149

The f-ratio value is 2.54508. The critical F-value is 3.91. The result is not
significant at p < .05.

Table 5 showed mean of teachers’ attitude of Biology students result was

11.98 and 12.9 for high attitude and low attitude respectively. That same table
analysis of variance revealed an f-value of 2.54508 and F-critical 3.91. The result
was not significant as the F-critical of 3.91 was greater than the calculated value of
(F-critical) 2.55. The null hypothesis stated that there is no significant influence of
teachers’ attitude on students’ academic performance was accepted. This means that
attitude of Biology teacher does not significantly influence students’ achievements
in Biology.

4.3 Discussion of findings

This section presents the discussion of the relevant findings emanating from
the study and it is presented hypothesis-by-hypothesis or variable-by-variable.

4.3.1 Teachers’ qualification and students’ academic performance

The result of the statistical analysis reveals that teachers’ qualification

significantly influences students’ academic performance.

The above result is in agreement with the views of Sewage (2002) who discovered
that there is significant difference between the achievements of the students taught
by HND and Degree certificate holders in Education. Those taught by degree holders
in Education such as [Link]., [Link]. Ed, [Link]. were consistently better in their
performance than HND certificate holders. Adeniji (2004) supported these findings
to a great extent that teachers’ qualification has potent relationship with students’
achievements. In a study on the impact of teachers’ qualification on students’
performance, Colfalter, Ladd and Vidgor (2006) found that a significant difference
exists in the mean performance of the students in schools, staffed with qualified
teachers and teachers and those schools staffed with unqualified teachers (Nja,
Cornelius-Ukpepi, Edoho & Orim (2019) Nja, Idiege & Obi (2017) Nja and Idiege
(2019)). Nja, Cornelius-Ukpepi, Edoho, Neji,(2020)..

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4.3.2 Teachers years of teaching experience and students’ academic
performance.

The findings in this research showed that teachers’ years of teaching

experience is significantly related to students’ academic performance and this finding
is in line with that of previous researches. For example, Dial (2008) conducted a
study to examine whether years of teaching experience have an effect on overall
achievements of students on the communication art and mathematics section of the
Missouri Assessment program. Descriptive statistics and factorial ANOVA was used
in this study. Data was analyzed from both the communication arts and mathematics
sections of the Missouri Assessment program exam from the 2005-06 and 2006-7
school years. Whereas the overall results indicated that years of experience and
degree level; had an effect on 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.

4.3.3 Teachers’ attitude and students’ academic performance

In hypothesis three, finding obtained shows that there is no significant

relationship between teachers’ attitude and students’ academic performance. A study
on the effects of teacher characteristics and attitudes on student achievement in
KCSE Examination was conducted by Kurgat and Gordon (2014). The findings of
their study revealed that teachers have a positive attitude towards the subject thus,
poor performance could be attributed to other factors than teacher attitudes. Speaking
on the relationship which exists and that which is expected to exist between students
and their teachers. Various efforts by Education researchers to provide valid
explanation for the trend have not yielded conclusive results. For instance, Tella
(2007) investigated the impact of motivation on secondary school students’
mathematics achievements in Nigeria. He reported that the was a significant
difference in mathematics achievements of students on the degree of their
motivation.

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4.4 Summary of the findings

1. There is a significant influence of teachers’ qualification on students’ academic

performance
2. Teachers’ years of teaching experience significantly influence students’
academic performance
3. There is no significant influence of teachers’ attitude on students’ academic
performance.
In summary, this chapter enumerated the depth and quality of teachers’
experience and students’ academic performance are not as robust as that of teachers’
qualification; however, the literature that exist on the relationship between teachers’
experience and students’ academic performance are much more consisted and
positive in this relationship than are the findings on the relationship between
teachers’ attitude and students’ achievements.

CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary of the study
The goal of this study has been to examine the effect of Teachers’
Characteristics and Students’ academic performance of Biology students in
secondary schools in Calabar Municipality of Cross River State, Nigeria. In order to

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arrive at an acceptable conclusion, the following three (3) null hypotheses were
formulated to guide the study viz
1. There is no significant relationship between Teachers’ academic qualification
and students’ academic performance in Biology
2. Teachers’ years of teaching experience does not significantly influence
students’ academic performance in Biology
3. There is no significant influence of teachers’ attitude to work on students’
academic performance in Biology.
Literatures related to the variables under study, were reviewed according to
the hypotheses for the study. Survey design was adopted and suitable for the study
because it allows researcher to access the situation under investigation as it exists
presently.
After reviewing the relevant literature, the researcher sampled our five (5)
senior secondary schools and randomly selected one hundred and fifty students
(150) and five (5) teachers as respondents.
Questionnaires (four Point Likert Type Scale) and Biology Achievement Test
(BAT) were the main instruments used. On-way Analysis of Variance (ANOVA)
was used to test the three hypotheses. Among the three hypotheses, two were
analyzed at 0.05 significant level and at 145 degree of freedom, while one was not
significant at P<0.05.
5.2 Conclusion
From the outcome of the analysis of the data presented in this study, the
researcher has revealed a number of factors as regards teachers’ characteristics in
relation to students’ academic performance. The result of the analysis of hypothesis
three (teachers’ attitude) of data presented in this study confirms that the teacher as
a person is not the sole determinant of students’ academic performance because other
factors such as students’ attitude, parental education, related factors have significant
effect in the academic performance of senior secondary school students.
The result of this study also indicates that teachers with cognate teaching
experience turn out student with relatively higher academic achievements. It was also
established that teacher’s qualification significantly affects students’ academic
performance.
5.3 Recommendations

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 Based on the finding of this study, the following recommendations were
made:
1. Government should make effort at improving the attitude of students to
academic work by providing laboratories for science practical’s, libraries etc.
in other to yield outstanding performances.
2. Students should always make a conscious effort towards self-discipline and
maintaining a cordial relationship with the teacher which will enhance an
effective academic performance.
3. There should be a sustainable mutual respect between the students and their
teachers. Where there is respect and a conclusive atmosphere, devoid of
threat, the result will be yielded by having brilliant academic performance.
4. Parents should also try as much as possible to give their children basic home
training and also show love to them, most of the behavior exhibited by
students are replica or repeat after what they obtained in their homes.
5. Teachers training institutions should inculcate into pre-service teachers a
deeper professional confidence and competence for maximum teachers’
effectiveness.
6. Government should encourage teachers to relent and grow on the job so that
the accumulated experience to provide a leeway for student to enhance
academic performance.
7. Government should ensure that teachers with at least [Link]. in Biology are
recruited to teach Biology at senior secondary school classes.

5.4 Suggestions for further study

It is our humble opinion that teachers’ characteristics of students’ academic
achievements should be extended to primary schools and pupils. This will help to
enhance the academic performance and zeal of pupils in their achievements.
The study was restricted to Calabar Municipality Local Government Area only
further studies should be extended beyond Calabar Municipality Local
Government Area of Cross River State.

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