CHAPTER ONE

INTRODUCTION

1.1    BACKGROUND TO THE STUDY

It is imperative to enunciate the nature and trend of educational progress in any developing

country. Education is a systematic intellectual and moral training, geared towards

obtaining knowledge, development of character and also mental development that will

ensure human survival. This becomes a reality through effective teaching and learning.

The performance of students in school greatly depends on the ability and capacity of the

prospective teachers and the school administration.

Hence, an efficient, reliable and courteous teacher equipped with professionalism, creative

imagination, costly ingenuity and depth of experience is a necessity for optimal

performance in the 21st century.

The differential scholastic achievement of students in Nigeria has been and is still a source

of concern and research interest to educators, government and parents. This is so because

of the great importance that education has on the national development of the country. All

over the country, there is a consensus of opinion about the fallen standard of education in

Nigeria (Adebule, 2004). Parents and government are in total agreement that their huge

investment on education is not yielding the desired dividend. Teachers also complain of

students’ low performance at both internal and external examination. The annual releases

of Senior Secondary Certificate Examination results (SSCE) conducted by West African

Examination Council (WAEC) justified the problematic nature and generalization of poor

secondary school students’ performance in different school subjects.

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The National Policy of Education states, “No Education system can rise above the quality

of teachers in the system” (Fgn, 2006). Orgunsaju (2004), states that the academic

standard in all Nigerian educational institutions has fallen considerably below societal

expectations. Blumende (2001), corroborated this view when he reported that the decline

in the quality of education cannot be ignored by anyone who is aware of the significant

role of education as an instrument of societal transformation and development. There is a

need to focus on teachers’ adequacy and competency in respect to their pedagogical

practices and strategies and mastery of the curriculum and subject content (Chall & Popp,

1990; Stuart, 2004; Rodgers, 2001). In support of the aforementioned scholars, Ekwesili

(2006), institutionalized the Private Public Partnership (PPP) and School Based

management Committee (SBMC) to manage secondary education and to promote school

effectiveness since students’ success depends on the amount of learning that takes place in

the classroom and other related to how effective and efficient the teacher performs in

schools. Ijaiya (1998), concurred and opined that improving the quality of the teaching

force in schools is seen as the key to raising student achievement. Thus, raising

educational standards should be the government’s number one priority. Similarly, Lassa

(2000), and Guga (1998), claimed that education cannot be provided by just anybody, it

requires a teacher who plans and delivers the lessons or instruction in such a way that

objectives can be achieved. An uncertified teacher cannot prepare students for

WASCE/GCE because it is unlikely that they could pass. Corroborating this,,. Owolabi

(2007), stated that government should find all possible means to retain veteran and

experienced teachers who are still willing to serve so that they can contribute their wealth

of experience to improving the system. The Baguada Seminar Reports on Quantities and
 3

Qualities in Nigerian Education (NERC, 1980) as cited by ESA, (2005) also shared  the

consensus that teachers are the main determinants of quality in education: If they are

apathetic, uncommitted, uninspired, lazy, unmotivated, immoral, and anti-social, the

whole nation is doomed. If they are ignorant in their disciplines and thus impart wrong

information, they are not only useless but dangerous. Therefore, the kind of teachers

trained and posted to schools may well determine what the next generation will be like.

Based on the aforementioned statement, this study examined the relationship between the

quantity and quality of teachers/the relationship between the quality and quality of

teachers/principals and students’ academic performance in economics.

1.2    STATEMENT OF THE PROBLEM

The annual release of SSCE results for 2013 conducted by the WAEC of 308,217

candidates registered from the figure 20.75% obtained credits in five (5) subjects including

English and mathematics. This result justified the problematic nature and generalization of

poor secondary school students’ performance in different school subjects including

economics. In the just concluded SSCE examination, WAEC made known that only

59.22% of students passed five (5) compulsory subjects out off the 1,559.66 candidates

that sat for examination. Adebule (2004), stated that all over the country, there is a

consensus of opinion about the fallen standard of education in Nigeria. Parents and

Government are in total agreement that their huge investment on education is not yielding

the desired dividend. Morakinyo, (2003) believe that the falling standard of academic

achievement is attributable to teachers’ non use of verbal reinforcement.

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So therefore, it is observed severally that senior secondary school students pay less

attention to elective subjects i.e economics and teachers’ attitude towards changing this

view in students through their prospective skills, method of teaching and level of

experience is poor.

1.3    PURPOSE OF THE STUDY

The aim of the study is to examine the impact of teacher’s educational qualification on the

performance of senior secondary school students in economics. Specifically, the objectives

of the study are:

i. To Examine the impact of teacher quality on the academic achievement of

secondary school students in economics.

ii. To determine the qualities that make up a good economics teacher.

iii. To examine the roles of economics teachers in improving students’ performance.

iv. To examine the relationship between economics teachers teaching method and

students performance.

v. To suggest for educational planners and policy makers in the state teaching service

commission.

1.4    RESEARCH QUESTIONS

This research work is to find out effects of economics teachers qualification on the

performance of Senior Secondary School Certificate Examination in Jos North Local

Government Area.
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The following research questions have therefore been advanced to stimulate the work;

i. What is the level of teacher’s contribution towards student’s performance in

economics?

ii. What are the qualities that make up a good economics teacher?

iii. How does the level of teachers increase the performance of senior secondary

school students in economics?

iv. What is students’ perception on their poor academic performance?

v. How can educational qualities of teachers lead to students’ performance in

economics?

1.5    RESEARCH HYPOTHESIS

The research seeks to test the following null hypotheses and make decisions on their

outcome based on the data that will be gathered.

H0:    Teacher qualities have no strong influence on academic achievement of senior

secondary school students.

H0: Teachers year of experience does not affect students performance in Economics SSCE

in Jos North L.G.A.

1.6   SIGNIICANCE OF THE STUDY

The findings of the research work will be of help to teachers, students, school management

and educational planners as well as the entire society.

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It will guide the school management on what qualities and qualifications to look for in

recruiting teachers. It will also give teachers an insight into what is expected of them.

Also, these findings can be used to guide educational planners about the need for

qualified economics teachers to facilitate effective teaching and learning in secondary

schools.

1.7   SCOPE AND DELIMITATION OF THE STUDY

The research study will look at the effects of economics teachers qualification on the

performance of senior secondary school certificate examination in Jos North Local

Government Area. Because of time constraint, This study will be delimited to the research

design in five (5) randomly selected secondary schools in Jos North Local Government

Area of Plateau state.

1.8    OPERATIONAL DEFINITION OF TERMS

The following terms were define according to the circumstances of their usage by the

researcher.

Teacher qualification: This refers to the level of academic achievement of a teacher

beginning from the level of teachers training to the level of in-service training.

Student performance: This refers to the ability and capacity of the student to achieve an

educational aim.
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Economics: Economics is a science of allocation and distribution of scarce means to

satisfy human unlimited wants.

Teacher education: This refers to a means through which prospective teachers are trained

to teach.

Human resources management: It is a means of supervising, directing and controlling

the numbers of people who have skills, educational and experience that are critical for the

socio-economic development of a country.

Educational planning: This is a proposed intention at achieving educational aims and

improving teaching and learning.

Secondary School: It is any post-primary institution which offers six years academic

program, at end of which the students sit for Senior Secondary School Certificate

Examination ( WAEC/NECO)
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CHAPTER TWO
LITERATURE REVIEW

An educational institution performs a significant function of providing learning

experiences to lead their students from the darkness of ignorance to the light of

knowledge. The key personnel in the institutions who play an important role to bring about

this transformation are teachers. As stated by NCTE (1998) in Quality Concerns in

Secondary Teacher Education, ―The teacher is the most important element in any

educational program. It is the teacher who is mainly responsible for implementation of the

educational process at any stage. This shows that it is imperative to invest in the

preparation of teachers, so that the future of a nation is secure. The importance of

competent teachers to the nation‘s school system can in no way be overemphasized. The

National Curriculum Framework 2005 places demands and expectations on the teacher,

which need to be addressed by both initial and continuing teacher education.

2.1 THE NATURE AND DEFINITION OF TEACHERS QUALIFICATION

It is well known that the quality and extent of learner achievement are determined

primarily by teacher competence, sensitivity and teacher motivation.

The National Council for Teacher Education has defined teacher education as – A

programme of education, research and training of persons to teach from pre-primary to

higher education level. Teacher education is a programme that is related to the

development of teacher proficiency and competence that would enable and empower the

teacher to meet the requirements of the profession and face the challenges there in.

According to Goods Dictionary of Education Teacher education means, ―all the formal

and non-formal activities and experiences that help to qualify a person to assume
 9

responsibilities of a member of the educational profession or to discharge his

responsibilities more effectively. Teacher education encompasses teaching skills, sound

pedagogical theory and professional skills.

Teacher Education = Teaching Skills+ Pedagogical theory + Professional skills.

Teaching skills would include providing training and practice in the different techniques,

approaches and strategies that would help the teachers to plan and impart instruction,

provide appropriate reinforcement and conduct effective assessment. It includes effective

classroom management skills, preparation and use of instructional materials and

communication skills.

Pedagogical theory includes the philosophical, sociological and psychological

considerations that would enable the teachers to have a sound basis for practicing the

teaching skills in the classroom. The theory is stage specific and is based on the needs and

requirements

that are characteristic of that stage Professional skill include the techniques, strategies and

approaches that would help teachers to grow in the profession and also work towards the

growth of the profession. It includes soft skills, counseling skills, interpersonal skills,

computer skills, information retrieving and management skills and above all life long

learning skills.

An amalgamation of teaching skills, pedagogical theory and professional skills would

serve to create the right knowledge, attitude and skills in teachers, thus promoting holistic

development.
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Nature of Teacher Education

Teacher education is a continuous process and its pre-service and in-service components

are complimentary to each other.

According to the International Encyclopedia of Teaching and Teacher education

(1987),―Teacher education can be considered in three phases: Pre -service, Induction and

In-

service. The three phases are considered as parts of a continuous process.

Teacher education is based on the theory that Teachers are made, not born in contrary to

the assumption, Teachers are born, not made. Since teaching is considered an art and a

science, the teacher has to acquire not only knowledge, but also skills that are called tricks

of the trade.

Teacher education is broad and comprehensive. Besides pre-service and in-service

programmes for teachers, it is meant to be involved in various community programmes

and extension activities, viz adult education and non-formal education programmes,

literacy and development activities of the society. It is ever-evolving and dynamic. In

order to prepare teachers who are competent to face the challenges of the dynamic society,

Teacher education has to keep abreast of recent developments and trends.

The crux of the entire process of teacher education lies in its curriculum, design, structure,

organization and transaction modes, as well as the extent of its appropriateness. As in

other professional education programmes the teacher education curriculum has a

knowledge base which is sensitive to the needs of field applications and comprises

meaningful, conceptual blending of theoretical understanding available in several cognate

disciplines.
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However the knowledge base in teacher education does not comprise only an admixture of

concepts and principles from other disciplines, but a distinct gestalt‘ emerging from the

̳conceptual blending‘, making it sufficiently specified. Teacher education has become

differentiated into stage-specific programmes. This suggests that the knowledge base is

adequately specialized and diversified across stages, which should be utilized for

developing effective processes of preparing entrant teachers for the functions which a

teacher is expected to perform at each stage.

It is a system that involves an interdependence of its Inputs, Processes and Outputs.

Teacher education therefore pays attention to its content matter.

Teacher education has to become more sensitive to the emerging demands from the school

system. For this, it has to prepare teachers for a dual role of encourage social justice as

also excellence. To be able to realize such expectations, TE has to comprise such features

as would enable the student teachers to Care for children, and who love to be with them;

Understand children within social, cultural and political contexts; View learning as a

search for meaning out of personal experience; Understand the way learning occurs,

possible ways of creating conductive conditions for learning, differences among students

in respect of the kind, pace and styles of learning. View knowledge generation as a

continuously evolving process of reflective learning. Be receptive and constantly learning.

View learning as a search for meaning out of personal experience, and knowledge

generation as a continuously evolving process of reflective learning. View knowledge not

as an external reality embedded in textbooks, but as constructed in the shared context of

teaching - learning and personal experience. Own responsibility towards society, and work

to build a better world.

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Appreciate the potential of productive work and hands-on experience as a pedagogic

medium both inside and outside the classroom. Analyze the curricular framework, policy

implications and texts. Have a sound knowledge base and basic proficiency in language.

The objectives of teacher education would therefore be to, Provide opportunities to

observe and engage with children, communicate with and relate to children Provide

opportunities for self-learning, reflection, assimilation and articulation of new ideas;

developing capacities for self directed learning and the ability to think, be self -critical and

to work in groups. Provide opportunities for understanding self and others (including

one‘s beliefs, assumptions and emotions); developing the ability for self analysis, self-

evaluation, adaptability, flexibility, creativity and innovation. Provide opportunities to

enhance understanding, knowledge and examine disciplinary knowledge and social

realities, relate subject matter with the social milieu and develop critical thinking, provide

opportunities to develop professional skills in pedagogy, observation, documentation,

analysis, drama, craft, story-telling and reflective inquiring, supportive and humane

facilitator in teaching learning situations who enables learners (students) to discover their

talents, to realize their physical and intellectual potentialities to the fullest, to develop

character and desirable social and human values to function as responsible citizens; and,

An active member of the group of persons who make conscious effort to contribute

towards the process of renewal of school curriculum to maintain its relevance to the

changing societal needs and personal needs of learners, keeping in view the experiences

gained in the past and the concerns and imperatives that have emerged in the light of

changing national development goals and educational priorities. These expectations

suggest that teacher operates in a larger context and its dynamics as well as concerns
 13

impinge upon her functioning. That is to say, teacher has to be responsive and sensitive to

the social contexts of education, the various disparities in the background of learners as

well as in the macro national and global contexts, national concerns for achieving the

goals of equity, parity.

A qualified teacher is a teacher who has earned credentials from an authoritative source,

such as the government, a higher education institution or a private source.

This teacher qualification gives a teacher authorization to teach and grade in pre-

schools, primary or secondary education in countries, schools, content

areas or curricula where authorization is required. While many authorizing entities

require student teaching before earning teacher certification, routes vary from country to

country. A teaching qualification is one of a number of academic and professional

degrees that enables a person to become a registered teacher. Examples of teaching

qualifications include the Postgraduate Certificate in Education (PGCE), the Professional

Graduate Diploma in Education (PGDE) and the Bachelor of Education. Though teacher

certifications are most commonly provided by governments and higher education

institutions, there are a few private bodies providing teacher certifications.

2.2 CONCEPT AND CAUSES OF POOR ACADEMIC PERFORMANCE

AMONG SECONDARY SCHOOL STUDENTS IN ECONOMICS

Poor academic performance is one of the greatest concerns of parents over their children.

This is one of the reasons why parents employ home teachers for their children or even

change their children’s incessantly in hope that things will change. Moreover, teachers are

not also pleased by when their students don’t perform well academically. There is a saying

which goes does “the success of a teacher depends on the success of his/her students”
 14

Therefore, it is important that parents, teachers, and students spot the cause(s)of poor

academic performance before any action can be taken to solve the problem. Below are the

top causes of poor academic performance:

Poverty

There is a direct link between poverty and academic performance. According to a

research, children living below the poverty threshold are 1.3 times as likely as non poor

children to experience learning disabilities and developmental delays. And the findings

suggest that the effects of poverty on children’s cognitive development occur early. This

shows that there is a relationship between poverty and academic performance.

Teachers’ approach to teaching or teaching methodology adopted

The approach teachers use to deliver the subject content to students will determine

whether the students will understand or not. When the content is poorly delivered, it will

tell on the performance of the students. It is common to see teachers teaching while

students are not learning. This calls for re-evaluation by the teachers on his/her approach

to teaching.

Poor approach to learning

A Student who in a way dislikes his/her teachers may find it difficult to understand the

subject taught by such teachers. Moreover, not being attentive in class is another poor

approach to learning. And failure to ask questions from your teachers when you are having

difficulty to understand a particular aspect is a poor approach to learning.

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Poor inter-personal relation between teachers and students

Teachers must create an enabling environment where they are accessible by students.

Teachers are not to teach only but also to inspire, motivate, show care, and cause their

students to learn.

Broken home experience

This is a problem caused by parents to their children. The effect of a broken home on

children makes them lose concentration at school and even lead to losing of interest in

learning.

Changing of teachers incessantly

Some schools are fond of changing teachers incessantly and this has its own contribution

to poor academic performance by students. Sometimes it takes time for students to adapt

to their new teachers, therefore, slowing down the learning process.

When the environment isn’t conducive and stimulating enough for learning

Some of the things that aid learning are a good classroom, good teaching materials, class

size, the school environment, etc. If all these are in a poor state, it will tell on the

performance of the students.

Extensive reading/preparation for examinations

This is referred to as a fire brigade approach: preparing when the exam is fast

approaching. Preparation should be early enough for in-depth/intensive study.

Hyperactive child

Students in this category tend to lose concentration if not properly handled by teachers and

parents. 
 16

Regularity of the students to the class

Students who miss classes may have challenges performing optimally.

2.3 FAMILY BACKGROUND AND POOR ACADEMIC PERFORMANCE OF

THE STUDENT

Every parent want his or her child to do well in school. Parents expects their children to

imbibe acceptable norms, value and attitude of the society. No parent is happy to see his or

her child live contrary to the norms of the society. The society, in general expect its

citizenry to be loyal and literate. This is why the formal National Policy on Education

(2002) has among its aim is out “To inculcate the right type of values and attitudes in the

child”. The school is a mirror of the society and parents depend upon the school to make

their children what they are supposed to be.

Many informed Nigerians, government, educationist and the public alike are deeply

worried over the problem of poor performance in schools as reported in the 1995 Joint

Admission and Matriculation Board Examination results (Jamb 1995). They argue that if

the issue of poor performance in Nigerian schools is left unchecked in our school system

that the aims and objectives of education as stipulated in the National Policy on Education

(2006) would perpetually remain an illusion.

However, the blame of this poor performance is place only on the school. For example the

poor performance in the West African Examination Council researched by Albert (2001)

university of Nsukka, Nigeria. It is necessary to realize that the school is not the only

agency for the education of the child. Family of the child equally plays significant role and
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there is a family-school relationship as stipulated in the family-school relationship model,

Ryan and Adams (2000). It is within the family that the child acquires and organizes his

first experience and then move to the school for his or her secondary experience, Ryan

(2000). It is also a proven fact in psychology that intelligence and most types of ability are

not necessarily innate but that they are usually modified by environmental factors such as

learning motivation, nutrition and encouragement of both parents, schools and the alike

Spencer and Aber (2004).

The well-being of Nigerian children has become a focal concern for a variety of political,

governmental, schools and parenting groups. One question often addressed by such groups

focuses on children’s academic success and the effectiveness of the school in assisting

intellectual development, mental health and well-being. As community, leaders, teachers

and parents become more involved in their children academic growth, there is increased

consideration of how the parents and school have unique and interacting influences on

children’s academic success.

It is intending and explicitly clear that poor performance of some students may entirely not

be attributed to the school environment alone. It is generally acknowledge that family

environment is the most powerful influence in determining a child’s academic success and

motivation, Ceci (2004). This is as a result of the confusing situation that prompted the

researcher to carry out the study. The interest of the researcher is in determining if parents

socio-economic status, parental attitude towards the child academic success, the type of

family structure a child is reared, have similar or different predictable influence on

secondary school students personal characteristics and academic success.

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Success, in an educational institution is measured by academic performance. Over the

years, the importance of students doing well in school has become the common concern of

parent, legislators, teachers, counselors and psychologist.

According to Bell (2002), parents devote a lot of resources to their children's education

because they believe that good academic performance will provide a stable future for

them.

Also, Wilkins (2001) opined that many educational authorities have sought to find out

reasons for the downward trend in the academic performance of secondary school

students.

Uwaifo (2008) attributed the cause of poor academic performance of children to a

combination of personal and institutional factors. The Personal factors include the level of

individual's intelligence, knowledge and ability, while institutional factors are family or

parental influence. Olayinka (2004) pointed out that the family is the bed rock of any

society.

Obayan (2003) reported that a stable and well developed childhood can be guaranteed by a

stable family. The current bad economic status of the country has exposed children to

undesirable challenges that have negatively affected their academic performance in school.

This observation agrees with the report of Adeyinka (2009) that maladaptive behavior

arise when parents lack responsibility of their parenthood and that children that were

raised from economically disadvantaged background are more likely to have poor
 19

academic performance because they lack some basic amenities such as food, clothing and

shelter.

Abiri and Jekayinfa (2010) agreed that Nigeria is yet to have a philosophy of education

when the economic status of the country is unstable.

Petit et al (2003) pointed out that psychological needs are potential source of individual's

personality and academic achievement.

In the same vein, Omolewa (2002) affirmed that academic performance of a child could

be traced to the kind of friends he keeps and the home he comes from.

Kilgore; Snyder, and Lentz (2000) claimed that the family environment is the most

powerful influence in determining a child's academic achievement. It is obvious that

families have substantial influence on a child's academic performance.

2.4 SOCIO-ECONOMIC STATUS AND EDUCATIONAL BACKGROUND OF

PARENTS ON CHILDREN’S EDUCATION IN NIGERIA

Traditionally, family status variables such as socio-economic status and parents' level of

education have been regarded as predictors of children's academic achievement.

Increasingly, research has suggested that, rather than having a direct association with

children's academic achievement, socioeconomic status and parents' level of education is

part of a larger constellation of psychological and sociological variables influencing

children's school outcomes (Joan, 2009). Attendant on higher levels of education may be

access to resources, such as income, time, energy, and community contacts, that allow for

greater parental involvement in a child's education. Thus, the influence of socio-economic

 20

status and parents' level of education on student outcomes might best be represented as a

relationship mediated by interactions among status and process variables (Joan, 2009). The

level of education influences parents' knowledge, beliefs, values, and goals about child

rearing, so that a variety of parental behaviors are indirectly related to children's school

performance. For example, higher socio economic status and high levels of education may

enhance parents' facility at becoming involved in their children's education, and also

enable parents to acquire and model social skills and problem-solving strategies conducive

to children's school success. Thus, students whose parents have higher socioeconomic

status and higher levels of education may have an enhanced regard for learning, more

positive ability beliefs, a stronger work orientation, and they may use more effective

learning strategies than children of parents with lower socioeconomic status and lower

levels of education (Joan, 2009). With this information, it is important to note that parents

are one of the most influential yet significantly underrated factors in their children’s

education, and society should encourage more parental participation in public education as

it has been highlighted by most researches (Ramachandrant et al 2003; Palmer 2005;

Verpoor 2005; Cooter 2006; Nannyonjo H. 2007; Hanushek 2007; Lynch 2009 Okummu

et al 2008; cited in Robert Onzima 2010).

2.5 QUALITY OF TEACHING STAFF

Teachers can be popular just because they are friendly and helpful, but to be truly

professional and effective they need other qualities. Students may not be able to put their

finger on just why one teacher is more effective than another but we need to be able to

identify the skills and behavior we require in a true professional.

A professional teacher needs to be confident without being arrogant. Nobody can expect to
 21

have all the answers, so if a student asks a real stinker, the professional teacher should be

able to admit defeat but offer to find out more for the student. And they must carry that

promise out.

Proper preparation is another crucial requirement of professionalism. When the teacher

enters the classroom s/he should have all the required materials and the lesson plan ready.

Nothing is more sloppy than poor preparation.

Interaction with the group needs professional standards of behavior: polite, firm and fair

just about sum it up. And in orchestrating the class the teacher must give everyone their

chance to contribute and should be flexible enough to modify lessons if they are obviously

not going to plan. Indeed a fall-back position is part of good planning.

It stands to reason also that teacher must observe punctuality and appropriate tidiness and

dress: it is not possible to demand such behavior from students if the teacher doesn't set

the standards. Indeed I can remember occasions on which students have complained to me

about "scruffy" teachers.

The last thing I would mention is that teachers should be able to feel that their

professionalism entitles them to back-up from the school directors. If a teacher has a

problem class or student then the school should have procedures for handling the

difficulties. The teacher should not have to feel alone and vulnerable if a difficult situation

arises. So, yes, professionalism cuts both ways: in the standards we demand of teachers

and the framework we have for giving them support.

Greatness in teaching is just as rare as greatness in medicine, dance, law, or any other

profession. Although the qualities that make great teachers are not easy to inculcate or
 22

duplicate, understanding these qualities can give all teachers a standard of excellence to

strive for, and guide schools in their efforts to recruit and retain the best teachers.

To that end, I offer the following observations about the key characteristics of great

teachers. This list is certainly not exhaustive, and the qualities do not appear in any

particular order of importance.

2.5.1 Willingness to Put in the Necessary Time

Teaching, like every other serious profession, requires time. Dennis Littky, an award-

winning principal, said, “You can't be a great teacher or principal and not work long, long

hours” (personal communication, November 11, 1988). By investing time—to prepare for

class, to go over student work, to meet students outside of class, to talk to parents, to

attend school meetings, and to serve on school committees—a great teacher indicates to

students that she or he sincerely cares about their learning.

Most teachers belong to a teachers' association, union, or other organization that represents

their interests. Typically, some formal document or agreement specifies how many

minutes per day or hours per week they must teach; how much unstructured time they are

entitled to; how many meetings they must attend; and the compensation they must receive

for additional work beyond the usual load. Teaching staff respect this agreement and

acknowledge that it protects their rights, ensures academic freedom, and spells out good

professional working conditions. But they don't hesitate to go beyond the contract

voluntarily and often—for example, by meeting with a student study group during the

teacher's preparation period or after school—in order to meet the needs of their students.
 23

2.5.2 An Effective Classroom Management Style

Teachers need to find their own ways to “manage” a group of students. For instance, if a

student were to interrupt the class inappropriately, Lee Canter's Assertive Discipline

approach (Canter & Canter, 2002) would suggest consequences for failure to follow

known and reasonable rules; Alfie Kohn (1996) might suggest that the teacher ask himself

or herself whether the content or methods of the lesson contributed to the problem. The

most effective teachers draw from these well-known theories, but adapt them to their own

personality.

Because teachers develop and hone their own classroom management style, their

techniques vary. All, however, have at least the following common characteristics in their

classrooms:

Few Behavior Problems

A culture of respect that flows in every direction: teacher to students, students to teacher,

students to students, and everyone to guests.

i. Immediate—or at least timely—teacher actions that usually work.

ii. A clear, shared understanding of acceptable and appropriate behavior.

2.5.3 Positive Relationships with Other Adults

Too often, we underestimate the amount of time that teachers spend with other adults in a

school—other teachers, administrators, and parents. Teachers work well with each of these

groups. They depend on other teachers as a constant source of information, enrichment,

and sometimes solace. From study groups to faculty meetings to such rare moments as

receiving an award or attending the funeral of a student, teachers need to support one
 24

another. Outstanding teachers quickly become identified as school leaders, whom other

teachers admire and turn to for advice or collegial sharing.

The best teachers also find ways to work harmoniously with administrators and to show

administrators how they can support teachers. For example, the teacher may point out

areas of the curriculum that need attention and coordinate or offer to serve on a committee

to explore solutions to a problem.

Teachers also place a priority on keeping parents informed about their children's progress,

and they sensitively help parents understand their children's problems. These teachers

understand that the lack of a strong partnership between teachers and families may undo

many of their best efforts.

2.5.4 Consistent Excellence

Greatness in teaching requires consistently outstanding performance over the years. That

does not mean that the teacher never has a bad day, or even a bad week. In fact, most

teachers have had a difficult year or two. The best teachers get divorced, become ill, have

problems with their own children, need to attend to aging parents, and have other personal

issues in the same proportion as other professionals. They also have both mild and serious

professional disagreements about new curriculums, teaching methods, assessment

techniques, and materials. But teachers have the good judgment required to balance these

problems in a way that minimizes fluctuations in classroom performance.

Some teachers are able to compartmentalize personal and other issues; others require a

short period of time off to handle vexing problems. The best teachers consistently find

ways to integrate new methods in an ever-changing profession into their successful

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practices. Dedication to their work, flexibility, and the willingness to grow are common to

teachers in the face of difficulty and change.

2.5.5 Expert Use of Instructional Methods

Quality teachers use a variety of instructional methods that they feel comfortable with;

within the same school, you'll find different teachers getting excellent results using such

methods as mini-lectures and interactive lectures, problem-based learning, cooperative

groups, and multiple intelligences approaches. No single teaching method or approach

works best for every teacher with every student.

We know, however, that research and experience strongly support some instructional

approaches over others. The best teachers select from the methods that are well researched

and widely practiced at their grade level or within their subject area, and become expert in

several that fit their style and the needs of their students at that time.

2.5.6 In-Depth Content Knowledge

Both progressive and conservative educators speak about the importance of content.

Bennett, the former education secretary and critic of public schools, educators emphasize

the importance of knowing the subject you teach. Everyone agrees that teachers possess a

solid command of content, whether their expertise lies in knowledge of reading in the

early elementary grades or a serious command of economics or mathematics at the high

school level.

Because of the close connection between preparation time and content, the best teachers

often spend as much time preparing for a class as they do teaching it. Setting up a lab

experiment for 5th graders, reading a short story three times in order to formulate good
 26

questions for discussion, or working through 15 math problems and anticipating questions

and obstacles takes time and deepens the teacher's mastery of content.

2.5.7 Capacity for Growth

Like any other profession, teaching undergoes constant change. The past 30 years have

witnessed a marked increase in education research and the emergence of solid information

about teaching and learning. Great teachers remain intellectually alive and open to

responsible change grounded in theory, research, and practice. Dozens of specific and

well-researched techniques are available today to help all learners—particularly reluctant

learners and those with disabilities. Since the late 1970s, all of the following areas of

education knowledge (and many others) have developed and become worth exploring:

technology; character education; rubrics; closing the achievement gap; standards;

cooperative learning; diversity; assessment and evaluation; multiple intelligences; reading

instruction; curriculum reform; and bilingual education/structured English immersion.

The much-used phrase “lifelong learner” really does apply. Although any teacher must

judiciously decide what is worth pursuing and how to maintain high standards, only a

Luddite would ignore the potential of new methods for using technology, research on the

most effective strategies for reading instruction, or current cooperative learning

approaches.

Of course, content knowledge is an important area of growth. Teachers are always

learning more about economics for elementary students, science for disabled students, or

Shakespeare for Advanced Placement students. In addition, outstanding teachers

continually grow by taking college and in service courses, reading professional literature,

and engaging others in serious conversation about school issues. Often, the finest teachers
 27

serve on education committees or become teacher experts who lead study groups or

professional development courses.

2.5.8 Steadiness of Purpose and Teaching Personality

Some people, particularly people outside the profession, expect teachers to “perform” in

classrooms and to maintain a high energy level. Teachers, however, are not necessarily

performers. Instead, they hold students' attention through subject mastery, skillful lesson

design, actions that demonstrate caring, and an honesty that reveals their individual

personality. The teacher is steady, intelligent, concerned, interesting, and interested. The

performers do not last long.

2.5.9 A Complex Act

Knowing the qualities can help teachers strive for the highest standards and help

education professors, teachers, and administrators jointly craft pre-service training or in-

service programs that build on these qualities.

Teaching is a complex act. Danielson (1996) estimates that a teacher makes more than

3,000 nontrivial decisions every day. No list can capture the extraordinary subtlety

involved in making instant decisions about which student to call on, how to frame an

impromptu question, or how to respond to an interruption.

Watching a teacher at the top of his or her form is like watching a great surgical or artistic

performance. Although infinitely difficult and painstakingly planned, teaching appears

effortless and seamless. One can easily believe that it is the simplest thing in the world—

until one tries to do it.

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2.6 TEACHER’S METHOD OF TEACHING

There are many teaching methods in education that enhance the learning process of the

students. To achieve the goal of teaching, the teacher must adopt effective teaching

methods. The teacher has many options to choose from, different techniques, designed

specifically for teaching and learning. Writing lesson plans is a foremost thing that a

teacher must do, before executing any teaching strategy in the class. The teaching method

should be adopted on the basis of certain criteria like the knowledge of the students, the

environment, and the set of learning goals decided in the academic curriculum.

The approaches for teaching can be broadly classified into teacher centered and student

centered. In Teacher-Centered Approach to Learning, Teachers are the

main authority figure in this model. Students are viewed as “empty vessels” whose

primary role is to passively receive information (via lectures and direct instruction) with

an end goal of testing and assessment. It is the primary role of teachers to

pass knowledge and information onto their students. In this model, teaching and

assessment are viewed as two separate entities. Student learning is measured through

objectively scored tests and assessments.

 In Student-Centered Approach to Learning, while teachers are the authority figure in this

model, teachers and students play an equally active role in the learning process. The

teacher’s primary role is to coach and facilitate student learning and overall

comprehension of material. Student learning is measured through both formal and

informal forms of assessment, including group projects, student portfolios, and class

participation. Teaching and assessments are connected; student learning is continuously

 29

measured during teacher instruction. Commonly used teaching methods may include class

participation, demonstration, recitation, memorization, or combinations of these. Students

respond differently to different methods.

Also, the students have their unique way of demonstrating the knowledge acquired, and

absorbing the information that is imparted. So, to aid this process of demonstrating the

knowledge, the teacher has to adopt a technique that assists the students in retaining the

information and increasing their understanding. There are many techniques to teach

students like questioning, modeling, demonstrating, collaborating, and explaining.

All of these are been discussed below;

Specific Methods and Strategies

Questioning

Testing and questioning are always known to be effective methods due to its interactive

nature. The questions are asked by the teacher with an intention to know what the student

has learned from earlier discussions. It helps in deciding what should be taught further.

This can even be vice-versa - students questioning the teachers to clarify the doubts that

would enhance their understanding of the subject. The inquisitive instinct of the students

evoke them to ask questions and satiate their query.

The teacher should encourage this in a positive way so that the student's critical thinking is

developed. Testing differs in one aspect from questioning. A test is taken in order to know

about the previous knowledge, what has been already taught to the students.

Explaining

Sometimes, the experiences can also be shared as a part of knowledge that would work as

a source of inspiration for the students. While adopting this method, the teacher should
 30

give an introduction and a proper summary. Make sure that the information is specific to

the audience.

The explanation should be accompanied with suitable examples for a better understanding

of the students. It is like a discourse on a particular subject or topic that is for the entire

class or public. Explaining can be clubbed with the modeling process to be more effective,

and to have a long-lasting effect on the pupils.

Modeling

Modeling is a type of visual aid for teaching as well as learning. It is a known fact that the

human brain absorbs more, and understands better, when visual aid facilitates explanation.

This method works on three criteria - observing, retaining, and replicating. The students

learn more by observing the things, and acquire it by imitating it time and again.

This is also known as reinforced behavior. This type of learning has a very important role

to play in the learning process, especially during the childhood, though it can happen in

any stage of life. This helps the students to visualize things and, then hypothesize the

solution.

Demonstrating

With the help of demonstrative teaching, students get an opportunity to explore the various

aspects and understand the theory from a different perspective. Demonstration is a step-

by-step explanation, along with their reasons, and significance for the better understanding

of the student. It enhances the student's understanding by practically applying the

knowledge, and sharpen their skills and hence, help them in identifying and organizing the

subject matter in a more efficient way. Practical experimentation is a very good method

used for demonstrating the subject.

 31

Demonstrating is the process of teaching through examples or experiments. For example,

a science teacher may teach an idea by performing an experiment for students. A

demonstration may be used to prove a fact through a combination of visual evidence and

associated reasoning.

Demonstrations are similar to written storytelling and examples in that they allow students

to personally relate to the presented information. Memorization of a list of facts is a

detached and impersonal experience, whereas the same information, conveyed through

demonstration, becomes personally relatable. Demonstrations help to raise student interest

and reinforce memory retention because they provide connections between facts and real-

world applications of those facts. Lectures, on the other hand, are often geared more

towards factual presentation than connective learning.

Collaborating

Teamwork is a contemporary form of collaboration. The students are taught to work in a

group that makes the instructing easier for the teacher. This method of teaching promotes a

sense of mutual responsibility among the students. They learn to put in more effort to

research for the topic, and apply effective techniques to get the result. This inculcates

patience and develops an ability to critically analyze a subject. It gives an opportunity to

the students to solve the problem by a healthy discussion and co-operation. This is what

we call 'group discussions' which motivates the students to perform in a team, show

leadership skills, and enhances the presentation capabilities as well.

This is one of the best, direct instructional methods.

These techniques for special education is a little different from the methods and theories
 32

for others. The education is imparted to these students based on their strengths and

weaknesses. The teachers cater to the special needs of the students like modification in the

regular teaching program, use of supplementary aids that allows students to participate in

the learning process. Different effective teaching strategies are adopted on the basis of the

disabilities. Four kinds of provisions are adopted in special education and they are

inclusion, mainstream, segregation, and exclusion.

Collaboration allows students to actively participate in the learning process by talking with

each other and listening to others opinions. Collaboration establishes a personal

connection between students and the topic of study and it helps students think in a less

personally biased way. Group projects and discussions are examples of this teaching

method. Teachers may employ collaboration to assess student's abilities to work as a team,

leadership skills, or presentation abilities.

Collaborative discussions can take a variety of forms, such as fishbowl discussions. After

some preparation and with clearly defined roles, a discussion may constitute most of a

lesson, with the teacher only giving short feedback at the end or in the following lesson.

Lecturing

The lecture method is just one of several teaching methods, though in schools it’s usually

considered the primary one. The lecture method is convenient for the institution and cost-

efficient, especially with larger classroom sizes. This is why lecturing is the standard for

most college courses, when there can be several hundred students in the classroom at once;

lecturing lets professors address the most people at once, in the most general manner,

while still conveying the information that he or she feels is most important, according to

 33

the lesson plan.  While the lecture method gives the instructor or teacher chances to

expose students to unpublished or not readily available material, the students plays a

passive role which may hinder learning. While this method facilitates large-class

communication, the lecturer must make constant and conscious effort to become aware of

student problems and engage the students to give verbal feedback. It can be used to arouse

interest in a subject provided the instructor has effective writing and speaking skills.

Classroom discussion

The most common type of collaborative method of teaching in a class is classroom

discussion. It is the also a democratic way of handling a class, where each student is given

equal opportunity to interact and put forth their views. A discussion taking place in a

classroom can be either facilitated by a teacher or by a student. A discussion could also

follow a presentation or a demonstration. Class discussions can enhance student

understanding, add context to academic content, broaden student perspectives, highlight

opposing viewpoints, reinforce knowledge, build confidence, and support community in

learning. The opportunities for meaningful and engaging in-class discussion may vary

widely, depending on the subject matter and format of the course. Motivations for holding

planned classroom discussion, however, remain consistent. An effective classroom

discussion can be achieved by probing more questions among the students, paraphrasing

the information received, using questions to develop critical thinking with questions like

"Can we take this one step further?;" "What solutions do you think might solve this

problem?;" "How does this relate to what we have learned about..?;" "What are the

differences between ... ?;" "How does this relate to your own experience?;" "What do you

think causes .... ?;" "What are the implications of .... ?" 

 34

It is clear from “the impact of teaching strategies on learning strategies in first-year higher

education cannot be overlooked nor over interpreted, due to the importance of students'

personality and academic motivation which also partly explain why students learn the way

they do” that Donche agrees with the previous points made in the above headings but he

also believes that student's personalities contribute to their learning style.

Debriefing

The term “debriefing” refers to conversational sessions that revolve around the sharing

and examining of information after a specific event has taken place. Depending on the

situation, debriefing can serve a variety of purposes.  It takes into consideration the

experiences and facilitates reflection and feedback. Debriefing may involve feedback to

the students or among the students, but this is not the intent. The intent is to allow the

students to "thaw" and to judge their experience and progress toward change or

transformation. The intent is to help them come to terms with their experience. This

process involves a cognizance of cycle that students may have to be guided to completely

debrief. Teachers should not be overly critical of relapses in behaviour. Once the

experience is completely integrated, the students will exit this cycle and get on with the

next.

Classroom Action Research

Classroom Action Research is a method of finding out what works best in your own

classroom so that you can improve student learning. We know a great deal about

good teaching in general (e.g. McKeachie, 1999; Chickering and Gamson, 1987; Weimer,

1996), but every teaching situation is unique in terms of content, level, student skills and
 35

learning styles, teacher skills and teaching styles, and many other factors. To maximize

student learning, a teacher must find out what works best in a particular situation.

Each teaching and research method, model and family is essential to the practice of

technology studies. Teachers have their strengths and weaknesses, and adopt particular

models to complement strengths and contradict weaknesses. Here, the teacher is well

aware of the type of knowledge to be constructed. At other times, teachers equip their

students with a research method to challenge them to construct new meanings

and knowledge. In schools, the research methods are simplified, allowing the students to

access the methods at their own levels.

Apart from these defined methods, nowadays many other methods are being adopted to

give quality education. Methods like role-play, story or games, seminars, presentations,

workshops, conferences, brainstorming, case study, educational trips and modern audio-

visual aids like documentary films, computers, Internet, etc., have been introduced in

education. These new methods have increased the pace of learning and understanding.

This also enhances the capability of the students to research and think logically about a

given problem.

2.7 EDUCATIONAL PLANNING AND HUMAN CAPITAL DEVELOPMENT

Labor in most organizations whether skilled, semi-skilled or unskilled is one factor of

production which is of great importance in the success of the organization. This is because

labour serves as an important factor of production which determines the level of

productivity in the organization. The quality and quantity of labour is positively related to

the productivity level until the law of diminishing return sets in. The importance of labour

to a nation especially developing economies like Nigeria cannot be over-emphasized.

 36

More often, the strength of a nation is usually determined by the quantity and quality of

her workforce. Physical and mental strength is a necessity for a nation to be great and gain

respect and recognition from other countries around the world. Nigeria today is regarded

as the giant of Africa because of her numeral and physical strength while America remains

a world giant due to the quality of her skilled population. The fact that a nation is endowed

numerically does not necessarily mean that such a nation will be more developed than

others.

According to Oyedepo (2011) in Olaseni and Alade (2012:66) “qualitative education is a

major determinant of the stock of human capital. It has proved to be the vehicle for

national transformation in human history and no nation ever rises above her investment in

education”. Physical strength is therefore not a yardstick for development; rather the

quality of knowledge acquired through education is important for development to take

place. Without quality education, physical strength will be more of a liability than an asset.

On his part, Gyang (2011:70) stated that “the growth of tangible capital stock of a nation

depends to a considerable degree on human capital development.” Therefore, for labour to

be relevant to the needs of the society, there is need to continually expose the citizens to

training and education so as to allow them contribute meaningfully to development in the

various sectors of the economy.

2.7.1 Higher Education

The term ‘higher education’ as the name implies literarily refer to that class of education

which is among the apex in the educational system of a country. It is the level of education

which supersedes all other in the educational hierarchy of a nation.

 37

Walsh (2013) posited that it is that post-18 learning acquired in universities, colleges and

other institutions which award degrees, professional qualifications and Continuing

Professional Development (CPD) modules. It means that an institution can only form part

of the higher education system when it is empowered to produce individuals and

certification that is of top priority in the nation’s educational system. Higher education is

sometimes used interchangeably with the term ‘tertiary education’ in most educational

literatures. Both concepts have always been used to refer to the highest educational level

in the country.

According to the National Policy on Education (2004), tertiary education comprises of

education after secondary school such as universities, colleges of education, polytechnics,

monotechnics and other institutions awarding corresponding courses. Any educational

system therefore which comes after

2.7.2 Human Capital Development

The major resources that are needed to manage any organization efficiently and effectively

are human, financial and material resources (Obasi & Asodike, 2007). Although these

resources are all necessary for the sustenance of the organization, however, the most

important of them all is human resource. This is because human resource is needed to be

able to effectively manage the other resources within the organization. Human resource is

a term that is used in most organization to also mean human capital; this is because it is an

indispensable resource that is needed to achieve productivity in any organization. Obi

(2007) advised that human resource vis-à-vis human capital should be properly managed

such that it can be of importance in the future. On his part, Yunus (n.d.) suggested that in
 38

order to effectively manage any public institution, there is the need to build a quality

group of highly qualified, able and motivated human resources. It is this group of

professional individuals that form the human capital in an organization. Their efforts also

contribute immensely to the success recorded in the organization. Human capital on the

other hand refers to the set of skills and abilities which an employee employs in the

organization to get work done. Manda (2013) noted that human capital refers to those set

of skills that an employee acquires on the job through training and experience. It is

similarly a collection of all the new ideas and knowledge which an employee acquires

while working which helps to increase on-the-job efficiency and effectiveness. It is

therefore imperative that in order for an employee to continuously become relevant in the

work environment, he or she must continue to develop new methods of doing work. It is

these individuals with the needed expertise to work in an organization and contribute to its

growth and development that are referred to human resource or human capital. Since the

work environment is very dynamic and prone to continuous change, workers in the

organization needed to be exposed to constant training; it is this constant empowerment of

workers to make them relevant to the work environment that is referred to as human

resource development or human capital development.

Human capital development deals with the process of strategizing how to improve

workers efficiency in the place of work. The concept of human capital development

according to Aluko and Aluko (2012:166) “is a way to fulfill the potential of people by

enlarging their capabilities and this necessarily implies empowerment of people, enabling

them to participate actively in their own development.” Similarly, Kern (2009) stated that

investment in human capital development is a strategy for achieving greater output.

 39

Therefore, improving individuals for personal and organizational efficiency and

effectiveness is the focus of human capital development.

2.7.3 Factors That Influence Human Capital Development

As stated earlier, the essence of human capital development is to train workers to become

relevant in their place of work for individual and organizational relevance. However, the

development of human capital in various sectors of the economy is usually influenced by

one or more of the following factors:

Government Policies: The policies of government either at the federal, state or local

government level plays a significant role in determining the options and opportunities

available for workers to develop their abilities at work. UNCTAD (2000) suggested that

the extent to which transnational corporations upgrade their technology and skill base

depends on the interaction of host-country government policies. In the same way,

government policies determines to a great extent the type and level of skills and technical

knowledge acquired by the citizens. The establishment of the right atmosphere through

appropriate government policies is needed for the development of human capital.

Level of Globalization: Another factor that influences human capital development is the

level of globalization. The amount of rapport between citizens and other advanced

countries also provide an opportunity for an enhanced human capital development.

Globalization assists in the transfer of new and efficient knowledge for individuals within

and outside the country.

 40

Level of Competition: The level of completion in the various industries within the

country also determines the level of human capital development. Competition in the

business environment encourages research; and research result to the development of new

knowledge. It is therefore important to note that the height of competition in the various

sectors of the economy will contribute to the improvement of the value of human capital

within the society.

Technological Advancement: Since the inception of the 21st century, technology is

becoming a very important tool for meeting human needs. Similarly, with the instruction

of the World Wide Web (WWW), the transfer of knowledge has become easier and more

obtainable. However, the unavailability of internet facilities and other technological

gadgets has militated against the ability of individuals to develop. Almendarez (2011)

identified technological change as one of the factors that help to develop the economic

relevance of human capital. The volume of information and idea gotten through modern

technology helps to increase the relevance of human capital.

Religious and Socio-Cultural Demand: Religious, social and cultural demands also

influence human capital development. Religion, culture and social beliefs usually

determine willingness and access to the various opportunities utilized by individuals for

their development. The culture of people as well as their religious inclination will either

encourage or repel them from improving on their human capital.

Level of Enrollment: According to Egbue (2002) low rate of enrolment at primary,

secondary, and tertiary levels of education poses human capital problem for both gender(s)

in Nigeria. Education according to the National Policy on Education (2004) is important

 41

for individual and societal growth and development. The level of enrollment into any of

the educational levels will contribute immensely to the development of human capital.

Education is an important tool for the development of human capital. As such, the level of

education and the quality of education acquired will contribute to the huge development of

human capital.

2.7.4 Challenges Confronting Human Capital Development In Nigerian Higher

Institutions

Despite the position of higher institutions in Nigeria as the most important instrument for

the development of human capital in the country, very little progress has been recorded.

Some of the factors that have limited the ability of higher institutions in contributing to the

development of human capital in the country are as follows:

Mismanagement: One of the challenges that is ravaging most sectors of the Nigerian

economy is that of mismanagement. According to Auty (1993) most countries with plenty

of natural resources are usually less developed economically than others due to the

mismanagement of resources. Human, material and financial resources available in higher

institutions are used for other purposes aside that of human capital development.

Sometimes, resources available in higher institutions are used for selfish interest or

misappropriated. This trend will negatively affect the move for the development of human

development.

Poverty: Aderounmu (2007) pointed out that poverty remains one of the biggest

problems confronting Nigerians. Poverty is the inability of a person to carry out the basic

necessities of life. This includes the inability of a person to acquire enough money
 42

required to acquire formal education. When such important programmes cannot be

achieved, most of the citizens will remain irrelevant in a changing environment. Most

students in the school system are so poor that they cannot afford a good meal. As such, the

ability to acquire textbooks, computers and other learning materials becomes a mirage.

Inadequate Infrastructures: Dike (2012:17) stated that “Any person familiar with

Nigeria would agree that among the challenges facing the economy is ineffective

institutions and dilapidated infrastructure (bad roads, erratic power supply, limited access

to potable water and basic healthcare, and ineffective regulatory agencies, et cetera”. All

of these facilities are important in the self development of students. When the appropriate

facilities are provided, it will create an enabling environment for students to on self

development. These infrastructures include computer laboratories, workshops and well

equipped libraries.

Inadequate Funding: Fund is a very important resource that is needed for the

procurement of basic resources needed for developing human capital. Funding is needed

for the purchase of all that is required to acquire those human and material resources that

are needed to development the status of other human resource. The inadequacy or

unavailability of fund will forestall the growth and development of human resources in

various higher institutions in the country. When funds are unavailable, it will be difficult

for most higher institutions in the country to carry out plans, projects and programmes that

will enhance students and community development.

 43

Low Level of Individual Interest: Individual interest in developing their abilities plays a

significant role in determining the level of human capital development in the country. The

willingness of students in acquiring quality education will contribute to the development

of their relevance. However, when students are unwilling to change, it will result to a slow

or total absence of development of the quality and quantity of human capital within the

country. Students in the nation’s higher institutions need to develop a passion for self

development before change can occur.

2.7.5 Strategies to Overcome the Problem of Human Capital Development in Nigerian

Higher Institutions

The creation of an enabling environment for higher institutions to thrive in the country is

highly instrumental for the development of human capital in the country. It is therefore

important that the challenges limiting higher institutions from contributing to the

development of human capital in the country should be addressed. This can be achieved

through the following strategies:

Development of Appropriate Information and Communication Technology (ICT)

Facilities:

The use of ICT in improving the quality of service delivery in the various sectors of the

economy.

According to Epodoi (2003) ICT serves as an instrument which assists in increasing

productivity and improving service delivery. It is therefore important that adequate ICT

facilities be provided for the training of students and teachers for effective human capital

development.
 44

Review of Curriculum: Hershberg (1996) suggested that we should be comparing the

human capital of our children to the skills required by the jobs of the twenty-first century

global economy. However, in order for the skills and abilities of students to be developed,

the curriculum of most of the higher institutions in the country needs to be reviewed to

meet contemporary economic demands. This will help in enhancing the relevance of

students in the 21st century.

On the Job Training: The need for constant training among employees in any formal

organization cannot be over-emphasized. Developmental programmes and activities play a

significant role in making employees more effective in the work environment. On-the-job

training is one of the avenues through which the expertise of workers can be improved

upon. Seminars, conferences, workshops and other training programmes need to be

provided for lecturers to improve their quality. A student can hardly rise above the

competence of the teacher; it is therefore necessary that lecturers in higher institutions

should be exposed to on the job training to acquire modern teaching techniques.

Job Enrichment: The work environment should be equipped with modern and important

facilities and equipment that will allow staff and students to go on knowledge search.

Higher institutions in the country should be provided with the necessary human and

material resources that will assist in the development of all educational stakeholders

within the environment of the institution.

Organizational Restructuring: The structural arrangement of an organization can

contribute to the success or failure of the organization. When people and activities are

merged based on areas of strength, it will result into increased efficiency. The various
 45

faculties and departments in the school should be properly structured in such a way that

new staff can learn from other experts in the faculty or department. Such an arrangement

will assist in the improvement of the quality of service provided by the various staff. Also,

it will assist in improving the skills and abilities of all lecturers. This will make them

better-off than when they were initially employed. It will also help to improve the quality

of their students.

2.7.6 How Higher Education Contributes to Human Capital Development in

Nigerian Higher Institutions

The importance of higher institutions in developing quality manpower in the country

cannot be over-emphasized. Higher institutions can contribute in the development of

human capital in one or more of the following ways:

Empowering Students Attitude: Watson (1979) pointed out that one area of behavioral

change is the social development of people. Building a good attitude is very important for

a healthy social development. Higher institutions play significant roles in the building

students who are responsible both in character and learning. Higher institutions should

more than before take up the responsibility of reshaping the behavior of students towards

the development of the society.

Quality Research in Relevant Areas: research is another area where the higher

institutions contribute to the advancement of the society. It is therefore important that

more research efforts should be developed by higher institutions in the country. This will

contribute towards the development of new goods and service that will contribute towards

the intellectual development of the society.

 46

Community Development Services: Another area where higher institutions can

contribute towards the building of human capital development is in the area of community

development services. It is needful that frequent orientation should be given to the host

community to enlighten and educate them on new findings that is important for their

environment. Such knowledge will help to empower the community on how to carry out

individual and societal development.

Production of Quality Manpower: One of the objectives of higher education as stated in

the National Policy on Education (2004) is the development of quality manpower.

Similarly, the quality of manpower developed from the various institutions will also

contribute to the society by transferring their knowledge to the other members of the

society (Agabi, 1999). It is therefore clear that the quality of graduates from the nation’s

higher institution will to some extent determine the literacy level of the entire society.

Philanthropic Activities: Higher institutions in the country can also donate goods or

services to individuals and institutions for self empowerment. Areas of needs may be

identified by higher institutions in the country and necessary contributions made towards

the alleviation of such problems. This will assist in the reduction of the level of

dependence and incapability of individuals within the society.

2.7.7 Recommendations

The following are recommended in order to contribute towards the development of quality

human capital development in the country:

 47

1. Adequate finance should be provided for the various higher institutions in the

country. This will improve on the ability of the various schools to procure basic

resources needed for developing quality manpower in the country.

2. Government should ensure to create appropriate laws and policies at all level

which will provide an enabling environment for all higher institutions in the

country to improve the quality of human capital.

3. Basic infrastructures and amenities should be provided by both the government and

other private individuals. This will help to create an appropriate environment for

individuals self development in the country.

4. Adequate rapport should be established between higher institutions in the country

and other developed economies. This will assist in the transfer of quality

knowledge and information that will assist in the development of human resource

that can meet with contemporary demand.

2.7.8 The Need for Teachers Education

Teacher education is policies and procedures designed to equip prospective teachers with

the knowledge, attitude, behaviors and skills they require to perform their tasks effectively

in the classroom, school, the church/mosque and the local and wider society. Although,

ideally it should be conceived of and organized as a seamless continuum, teacher

education is often divided into three stages:

1. Initial teacher training (teacher candidates)

2. Induction (the process of providing training and support during the first few year

of teaching or the first year in a particular school).

 48

3. Teacher development or continuing professional development (CPD) (an intensive

process for practicing teachers).

Some of the most important objectives of teacher education are as follows:

1. Imparting an adequate knowledge of the subject- matter:

The objective of teacher education is to develop a good command of the subject matter of

the assignment given to him in the colleges.

2. Equipping the prospective teachers with necessary pedagogic skills:

The main objective of teacher education is to develop a skill to stimulate experience in the

thought, under an artificially created environment, less with material resources and more

by the creation of an emotional atmosphere. The teacher should develop a capacity to do,

observe, infer and to generalize.

3. Enabling the teacher to acquire understanding of child psychology:

The objective of teachers education is to understand the child psychology so that the

teacher is able to appreciate the difficulties experienced by children so as to bring about

new modes and methods of achieving the goals in consonance with the reactions of the

children.

4. Developing proper attitudes towards teaching:

One of the major objectives of teacher education is to develop proper altitudes towards

teaching as a result of which he will be able to maximize the achievements from both the
 49

material and human resources. There is also development of a proper perception of the

problems of universal enrolment, regular attendance, year-to-year promotion.

5. Developing self-confidence in the teachers:

The objectives of teacher education are development of the ability to take care of himself

in terms of:

(a) Adjustment with the physical conditions,

(b) Healthy adjustment with the social environment

(c) Adjustment with himself to derive emotional satisfaction with his life.

6. Enabling teachers to make proper use of instructional facilities:

The objective of teachers education is to develop the capacity to extend the resources of

the school by means of improvisation of instructional facilities.

7. Enabling teachers to understand the significance of individual differences of child

and to take appropriate steps for their optimum development:

The objective of teachers education is to know the causes of individual differences as a

result of which he will be able to develop the ability to be a child with children, an adult

with the adults, a responsible citizen among the community.

8. Development of the ability to give direct satisfaction of parents from the

achievement of children in terms of:

(a) Proper habits of taking care of the body,

 50

(b) Proper attitudes reflected in the behaviour of the children at home, in the school, in

the streets, at the farms and fields etc.

(c) Progress in the class.

The duties of the teacher is very much relevant in nursery, primary, middle, secondary,

higher secondary schools. Hence the scope of teacher education is very vast. The duties of

the teacher in different stages of education depend on the foundational general education

of the teacher. Emphasis is to be on the practical aspects rather than theory.

2.8 FACTORS AFFECTING TEACHER ACADEMIC QUALIFICATION IN

ECONOMICS

In spite of the various recommendations and reforms that targeted repositioning teacher

education in the country for optimal performance, the challenges facing teacher education

in Nigeria are still numerous. While some of these emerged with the changing socio-

economic and political condition of the time, others evolved as a result of government

neglect of the education sector especially as it concerns keeping pace with emerging

realities, such as, servicing Nigeria’s growing population, education demand and needs

with matching supply of education services and facilities. Some of these challenges are

specifically examined as follows;

2.8.1 Poor Policy Implementation

Poor policy implementation is a challenge to quality delivery of teachers’ education. The

poor quality delivery is responsible for the abysmal low performance of teachers’

graduates from the institutions of higher learning in Nigeria. (Anyakoha, 1994) argued that
 51

our policies are written by knowledgeable writers who have foresight and believe strongly

in what they write for the future but the problem comes when it comes to translating

theory into practice by implementers. However, several factors could be adduced as

inhibitors to smooth implementation of educational policies and thereby resulting to poor

quality delivery. Such as government underfunding of education and injudicious

utilization of available funds by implementation agencies: vice chancellors, rectors,

provosts, deans of faculties, heads of department etc. when funds meant to deliver quality

education is misappropriated or embezzled, the education which learners receive becomes

worthless.

2.8.2 Poor Conditions of Service and Brain Drain Syndrome

In Nigeria, teachers' conditions of service do not hold enough incentives to attract and

retain the best brains in Nigerian schools (Osokoya, 2012). As a result of the weakening

attraction to the teaching profession, and by extension the resultant dwindling enrolment in

the teacher education programs, those who remain in the profession maintain relatively

low social status with accompanying psychological problems. Consequently, within the

remaining pool, some teachers either seek opportunities in other sectors (within the

economy) with better service incentives or even migrate to other countries where teachers’

conditions of service are much better, in search of greener pastures.

The quality or standard of education in Nigeria has reduced in recent years because of,

among other factors, the brain drain phenomenon, (i.e., the drift of many brilliant,

intelligent and more experienced teachers and university lecturers to countries where they

were offered better remunerations and conditions of service). This syndrome is, to a large
 52

extent, attributable to inadequate incentives, poorly equipped education system in an

increasingly hostile working environments, inadequate social recognition, delay in

payment (and sometimes denial) of teachers’ salaries, among others. The reliance on

inexperienced, and in some cases unqualified teachers and lecturers in the various

educational fields and institutions in the country definitely affects the quality of students’

work, and of graduates who are eventually employed to service the educational manpower

needs, as well as the economy. This vicious circle contributes to the lowering status of

education in the universities, colleges of education as well as secondary and primary

schools (Osokoya, 2012), even as the trend impacts on the economy negatively.

2.8.3 Quality Assurance and Internal Efficiency Issues

The academic and emotional qualities of intending candidates for teacher education are

critical for quality assurance and internal efficiency in teaching professions. In Nigerian

tertiary schools, a trend has been evolving to the effect that candidates who apply to higher

institutions for teacher education are those who have either been denied admission in their

choice areas of study, or are basically unqualified for admission into such popular

professional courses as medicine, law, engineering, architecture etc. The usual shortage of

applicants seeking admission into programs that would prepare them as teachers in

universities and colleges is a pointer to why admission and placement in education

programs is not as rigorous as it is in other programs earlier named. This is mostly

opposed to the international standards for teacher selection. For example, the International

Labor Organization (ILO) recommends that teachers should be selected on the basis of

moral, intellectual and physical qualities. Also, in more developed climes like the United
 53

Kingdom, applicants are compulsorily expected to possess certain intellectual qualities and

personal characteristics before they are admitted for training (Lassa, 1998). In contrast, the

Nigerian Universities, College of Education and Polytechnics conduct students’

admissions based primarily on obtaining the minimum academic requirements while other

internationally recognized pre-requisites such as emotional stability, physical fitness or

qualities, moral uprightness and communication proficiencies are hardly given

considerations.

In addition to the above, the low quality of teachers produced through in-service training

by NTI is a serious challenge to teacher education in the country. Some Nigerian scholars

have noted that most of the teachers upgraded to Teachers Grade II by NTI were very

deficient not only in the academic subjects they teach, but also in techniques of teaching

(Obanya, 2008), (Enukora et al, 2003). Perhaps, the most unpleasant challenge is one

posed by the ongoing Pivotal Teacher Training Program (PTTP) which is currently being

executed by the NTI. The PTTP is an intensive program of the federal government

designed to raise teachers to implement the UBE program. Introduced to address the gross

shortage of qualified teachers at the inception of UBE in 1999, it was apparently in search

of cost effective alternatives towards bridging the shortage gaps in the system (FGN,

2003). Structured as a 15 month course including 12 weeks school experience and three-

month internship in a primary school, the PTTP’s mode of teaching combines face-to-face

contact at weekends/holidays with self-instruction course materials and school teaching

experience, after which the candidates are certified and deemed qualified to teach. Critics

of the program have, however, condemned the program’s low academic quality, its

products and more fundamentally the poor standards of admission requirements into it
 54

(Enukora et al, 2003), (Osokoya, 2012). The weight of these quality assurance issues is

concomitantly brought to bear on the internal efficiency of Nigeria’s education system,

hence deepening the crisis in the sector.

Insufficient Knowledge and Use of Information Communication Technology (ICT)

Another major challenge to teacher education in Nigeria is that of insufficient knowledge

and use of ICT in a globalizing world. The knowledge, and use, of computer technology as

well as the internet is a necessity for all teachers to guarantee the relevance of the system

and its products in the 21st century. Many schools in Nigeria still operate the traditional

education system with little or no adaptation to ICT. To benefit from the ubiquity of

information and to facilitate communication among professional networks, school teachers

need, not only be trained and re-trained in ICTs, but facilities must be provided by

government to enable teacher and their students access to these remain uninterrupted,

more so that the world is gradually becoming a global village. For our future teachers to be

able to operate effectively and efficiently, they must imbibe the new technologies and

methodologies of the modern times (Osokoya, 2012).

2.8.4 Non-Professionalization of Teaching

Many teachers in Nigeria have not measured up to the minimum international standard.

This is because a large number of untrained and half-baked personnel are still retained in

the system, leading to a scenario in which career in teaching is not yet professionalized.

Many unqualified teachers are still in the employment of some States Teaching Service

Boards, while most higher education lecturers are yet to undergo training in education.
 55

Until government makes this training mandatory and pursues the policy vigorously,

teaching will continue to be open to anyone and this situation holds the potentials of

further eroding professionalism in teaching profession (Osokoya, 2012). Certainly, this has

other wider socio-political and economic implications given the fact that education

remains a very essential component that produces a healthy and prosperous nation.

2.9 PROBLEMS OF TEACHERS EDUCATION IN NIGERIA

2.9.1 Lack of funding

Lack of funding of teachers’ education programmes has been a major problem staring at

teachers’ education in Nigeria, this challenge make for poor quality education that lacks

the capacity of ensuring enduring growth and development.

Report and statistics had it that teachers education is relegated in Nigeria and that it has

not gotten proper attention from the government.

Government expenditure on teachers’ education is low, about 12 percent (12%) upon all

the revenue accruing to the nation, a considerable amount of money cannot be

appropriated to teachers’ education.

So I think lack of commitment on the part of the government towards teachers’ education

is what that has continued to hamper education development in Nigeria.

 56

2.9.2 Lack of responsibility and control

Another factor affecting teachers academic qualification in Nigeria is about who control

what, the issue of who control what has been causing the conflict between federal, state

and local government in the administration of teachers education in Nigeria.

One may ask whether the management of teachers’ education programmes is fully and

solely vested in the hands of the federal government, or state government or local

government. The answer is no.

This has been one of the challenges facing education development in Nigeria, and has

posed strong barrier to successful and effective growth in the Nigerian education sector.

2.9.3 Teachers’ instability

Again, factors affecting teacher education in Nigeria has led to decrease in the numbers of

teachers in the Nigerian primary and secondary schools, and this has brought about

negative impact in the Nigerian education system.

The problem of inadequate attention to teachers’ education is what has brought teachers
instability in the Nigerian schools.

This unstable situation is a grave issue and has hampered educational development. But if
one may look closely into this problem one will discover that the condition of service is
not attractive enough hence, there is a possibility of teachers looking for alternative of
combining teaching job with other businesses, even during school hours.

To my mind, one of the teachers’ inducements is quality training that will expose them to
see teaching profession as the best among all others.
 57

CHAPTER THREE
METHODS AND PROCEDURE

3.1 THE DESIGN OF THE STUDY

This research work was set out to study the effect of economics teachers qualification on

the performance of senior secondary school certificate examination in Jos North L.G.A.

The study assumed a survey research design. A survey is a type of design aimed at

collecting data on a particular problem from a sample in order to gain an estimated

dimension of the problem so that generalization could be made on a larger population.

The choice of a survey was to enable the researcher sample the opinions, views, beliefs

and feelings of respondents on how the economics teachers qualification affects the

performance in economics on senior secondary school certificate examination in Jos North

L.G.A. It was used so as to enable the researcher make reasonable generalization at the

end of the investigation. The decision of the survey design was because of its simple

nature in data collection and the needed data within the large group by studying just a

smaller group drawn from the larger population which was the target.

3.2 POPULATION AND SAMPLE OF THE STUDY

The population of the study is made up economics teachers in Jos North Local

Government Area of Plateau state. A sample population of 60 respondents were picked

and used to complete the research questionnaires. From thirty randomly selected schools.

The result will however be generalized to cover the whole population under study.
 58

3.3 SAMPLING TECHNIQUES

Since the sample size do largely determine the size of the standard errors. The researcher

would have loved to study the whole population, but random sample has adopted to

minimize biasness, cost, time, and the problem with handling large data. From the total of

one hundred and seventy-two (172) secondary school in Jos North Local Government

Area of Plateau state , thirty (30) secondary school were selected. These thirty schools

were owned by the state, private and missionary which were approved by the government.

For the effectiveness of the research, the researcher has used simple random sampling

techniques in selecting the elements.

The thirty secondary schools are as follows:

1. Baptist High School Jos

2. Saints academy Jos

3. Government Secondary School Laranto Jos

4. Learning Field College Jos

5. Victory Science School Jos

6. St. Louis College Jos

7. Government Secondary School Kabong

8. Benvine International High School Jos

9. Abundant Life Academy Jos

10. Messiah Covenant College, Jos

11. St. John College, Jos

12. St. Paul Academy, Jos

 59

13. Township Government Secondary School, Jos

14. St. Theresa Girls College, Jos

15. Command Secondary School, Jos

16. St. Murumba College, Jos

17. Bishop College Jos

18. Mount Olive Secondary School, Jos

19. Federal Government Secondary School, Jos

20. Redeemed People Academy, Jos

21. Salama High School, Jos

22. Methodist High School, Jos

23. Watchman Secondary School, Jos

24. Government Secondary School, Jos

25. Ecwa Staff Secondary School, Jos

26. United Baptist Secondary School, Jos

27. Calvary Science

28. St. Piran Secondary School, Jos

29. Plateau High School, Jos

30. Graceland Secondary School, Jos

From the above sampled schools, two (2) economics teachers were selected from each

school to meet the targeted population of sixty (60) respondents for adequacy and

which will serve as the basis for generalization.

 60

3.4 INSTRUMENT FOR DATA COLLECTION

The main instrument that was be used to obtain the requisite information for this research

work was the questionnaire. The questionnaire were designed to help the researcher obtain

information from the teachers. The questionnaire was divided into two segments. ‘A’ and

‘B’. Section ‘A’ contained information about the respondents while section ‘B’ contained

questions that are related to the research questions.

The questionnaire was structured in such a way that the respondents can tick strongly

agreed, agreed, disagreed, strongly, disagreed, undecided and also fill some blank spaces.

3.5 PROCEDURE FOR DATA COLLECTION

The questionnaire which was developed as a major instrument for data collection had to be

administered to the sampled population of the study. The researcher went to the selected

schools and gives the respondents the questionnaire as required. This was to ensure and

enhance rate of data collection. By this, the whole questionnaire were administered and

collected which gave a 100% return rate.

3.6 METHOD OF DATA ANALYSIS

To be able to analyze the research hypotheses formulated, the researcher employed the use

of Chi-Square Independent formulae. The items on the questionnaire were summed up

and calculated to arrive at the calculated value in order to determine whether the

hypotheses will be rejected or accepted.

The Chi-Square formulae used is;

Chi – square: X2=∑ (Fo−Fe)2
Fe
 61

CHAPTER FOUR
DATA PRESENTATAION AND ANALYSES

This chapter is concerned with the analysis and presentation of data collected from thirty

(30) selected secondary schools in Jos North Government Area of Plateau State on the

effects of economics teachers qualification on the performance of Senior Secondary

School Certificate Examination.

4.1 ANALYSES OF RESEARCH QUESTION

4.1.1 Research Question One:

What is the level of teacher’s contribution towards students performance in economics? In

this research question one, only the teachers responses were used to answer this question.

Table 1: Teacher’s level contribute towards students performance in economics

contingency table

TEACHERS QUALIFICATION SA A D SD
TOTAL

MSC 30 20 5 5 60
BSC ED 35 20 2 3 60
NCE 28 22 7 3 60

TOTAL 93(52%) 62(34%) 14(8%) 11(6%) 180

Table 1 above shows that 52% of the respondents strongly agree that teacher’s level

contribute greatly towards student performance in economics, while 34% of the

respondents agree, 8% of respondents disagree and 6% of respondents strongly disagree.

This implies that the teacher’s level is a strong contributor to student performance in

economics.
 62

4.1.2 Research Question Two:

What are the qualities that make up a good economics teacher?

Table 2: The qualities that make up a good economics teacher

TEACHERS QUALIFICATION SA A D SD
TOTAL

MSC 31 22 3 4 60
BSC ED 33 22 3 2 60
NCE 29 23 5 3 60

TOTAL 93(52%) 67(37%) 11(6%) 9(5%) 180

Table 2 above shows that 52% of the respondents strongly agree in the qualities that make

up a good economics teacher while 37% of the respondents agree, 6% of respondents

disagree and 5% of respondents strongly disagree. This implies that good qualities makes

up a qualified economics teacher.

4.1.3 Research Question Three

How does the level of a teacher increase the performance of senior secondary school

students of economics?

Table 3: Increased performance of senior secondary school economics students attributed

to the level of a teacher.

TEACHERS QUALIFICATION SA A D SD
TOTAL
MSC 32 23 2 3 60
BSC ED 30 24 3 3 60
NCE 28 26 2 4 60
TOTAL 90(50%) 73(37%) 7(4%) 10(6%) 180
 63

Table 3 above shows that 50% of the respondents strongly agree that the level of teachers

leads to increased performance of senior secondary school economics teachers, while

37% of the respondents agree, 4% of respondents disagree and 6% of respondents strongly

disagree. This implies that the level of a teacher in senior secondary school helps in

increasing the performance of economics students.

4.1.4 RESEARCH QUESTION FOUR

What is students’ perception on their poor academic performance
TABLE 4: students’ perception on poor academic performance

TEACHERS QUALIFICATION SA A D SD
TOTAL

MSC 30 25 2 2 60
BSC ED 33 24 1 1 60
NCE 34 23 2 3 60

TOTAL 97(54%) 72(40%) 5(3%) 6(3%) 180

Table 4 above shows that 54% of the respondents strongly agree that students’ perception

on their poor academic performance while 40% of the respondents agree, 3% of

respondents disagree and 3% of respondents strongly disagree. This implies that students’

perception towards studies can result to poor academic performance.

 64

4.1.5 RESEARCH QUESTION FIVE

How can educational qualities of teachers leads to students’ performance in economics?

TABLE 5: Educational qualities of teachers leads to students’ performance in economics.

TEACHERS QUALIFICATION SA A D SD

TOTAL

MSC 29 25 4 2 60

BSC ED 35 22 2 1 60

NCE 31 24 2 3 60

TOTAL 95(53%) 71(39%) 8(4%) 6(3%) 180

Table 5 above shows that 53% of the respondents strongly agree that educational qualities

of teachers can lead to student performance in economics while 39% of the respondents

agree, 4% of respondents disagree and 3% of respondents strongly disagree. This implies

that the educational qualities of a teacher leads to student performance in economics.

4.2 HYPOTHESES TESTING

H01: Teacher qualification does not affect students performance in Economics Senior

Secondary Certificate Examination in Jos North Local Government Area.

H02: Teachers years of experience does not affect students performance in Economics

Senior Secondary Certificate Examination in Jos North Local Government Area.

Hypotheses 1 and 2 will be tested at 0.05 or 5% level of significance. The test statistic to

be used in calculation is Chi – square of independent samples.

 65

4.2.1 HYPOTHESIS ONE

H0: Teacher qualification does not affect students performance in Economics Senior

Secondary Certificate Examination in Jos North Local Government Area.

TABLE 6: CHI- SQUARE CONTINGENCY TABLE

TEACHERS QUALIFICATION PASS/GOOD FAIL/POOR

TOTAL

MSC 50 10 60
BSC ED 55 5 60
NCE 50 10 60

TOTAL 155 25 180

Level of Significance (L.O.S) = 0.05 or 5%

Degree of Freedom (DF) = 2

X2 Calculated =2.324

X2 Tabulated =5.99

The result from table 6 above showed that the X2 calculated value is 2.324 while the X2

tabulated or critical value is 5.99 at 0.05 level of significance and at 2 degree of freedom.

Therefore since X2 calculated value (2.324) is less than X2 tabulated or critical value

(5.99), the null hypothesis (Ho) is accepted. Thus we conclude that teachers qualification

does not affects students performance in economics senior secondary certificate

examination in Jos North Local Government Area.

 66

4.2.2 HYPOTHESIS TWO

H0: Teachers years of experience does not affect students performance in Economics

Senior Secondary Certificate Examination in Jos North Local Government Area.

TABLE 8

Teachers Experience in Year Pass/Good Fail/Poor Total

0-3 52 8 60
4-7 56 4 60
7 and above 52 8 60

TOTAL 160 20 180

Level of Significance (L.O.S) = 0.05 or 5%

Degree of Freedom (DF) = 2

X2 Calculated =1.788

X2 Tabulated =5.99

The result from table 8 above showed that the X2 calculated value is 1.788 while the X2

tabulated or critical value is 5.99 at 0.05 level of significance and at 2 degree of freedom.

Therefore since X2 calculated value (1.788) is less than X2 tabulated or critical value

(5.99), the null hypothesis (Ho) is accepted. Thus we conclude that teachers years of

experience does not affects students performance in economics senior secondary

certificate examination in Jos North Local Government Area.

 67

4.3 DISCUSSION FOR MAJOR FINDING

1. The result from research question one shows that the level of the teachers

contribute to students performance in economics. As evident in table 1, 93

representing 52 percent (52%) strongly agree with the research question which

examine the role o of teachers level towards student performance in economics.

This implies that the qualification of teachers in important to the educational

sector in other to enhance maximum student performance.

2. The finding concerning the research question two shows that 52% of the

respondents strongly agree in the qualities that make up a good economics teacher.

Qualified Economics Teachers are highly motivated towards using loving and

caring teaching methods in inculcating educational values to student timely

performance and communicating learning through right channels. This implies

that good qualities such effectiveness in the application of the appropriate teaching

strategy, makes up a qualified economics teacher.

3. The level of teachers leads to increase in the performance of senior secondary

school certificate examination. An unqualified teacher or untrained teacher cannot

in any way boost or improve the performance of students in terms of learning.

Table 3 above shows that 50% of the respondents strongly agree that the level of

teachers leads to increased performance of senior secondary school economics

teachers, while 41% of the respondents agree respectively. This means that the

level of a teacher in senior secondary school helps in elevating the performance of

economics students.
 68

4. The research findings show that students’ perception on their poor academic

greatly effect teacher background of study. As evident in Table 4 above, 54% of

the respondents strongly agree that students’ perception on their poor academic

performance while 40% of the respondents agree, 3% of respondents disagree and

3% of respondents strongly disagree claims. This implies that students’ perception

towards studies can result to poor academic performance which is been attributed

to the teachers education.

5. The outcome of the fining with respect to research question 5, entails that the

educational qualities of a teacher such as a good guidance and counseling skills,

proper evaluation skill goes a long way to encouraging students’ performance. This

is shown in table 5 above, that 53% of the respondents strongly agree that

educational qualities of teachers can lead to student performance in economics

while 39% of the respondents agree, 4% of respondents disagree and 3% of

respondents strongly disagree. Furthermore teachers needs to work on consistence

excellent work towards the educational performance of economics students in

schools.

6. In relation to hypothesis one in table 6 shows that teachers qualification does not

affects economics students performance in senior secondary certificate

examination. As X2 calculated value is 2.324 while the X2 tabulated or critical

value is 5.99 at 0.05 level of significance and at 2 degree of freedom. Therefore

since X2 calculated value (2.324) is less than X 2 tabulated or critical value (5.99),

the null hypothesis (Ho) is accepted. Thus we conclude that teachers qualification
 69

does not affect students performance in economics senior secondary certificate

examination in Jos North Local Government Area.

7. In line with hypothesis two in table 7 shows that teachers years of experience does

not affects economics students performance in senior secondary certificate

examination. As X2 calculated value is 1.788 while the X2 tabulated or critical

value is 5.99 at 0.05 level of significance and at 2 degree of freedom. Therefore

since X2 calculated value (1.788) is less than X 2 tabulated or critical value (5.99),

the null hypothesis (Ho) is accepted and conclusion is drawn that teachers years of

experience does not affect students performance in economics senior secondary

certificate examination in Jos North Local Government Area.

 70

CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 SUMMARY

The study focused on analyzing the effects of teachers qualification on the performance

of senior secondary school certificate examination in Jos North Local Government

Area. To carry out this research, thirty (30) secondary schools were randomly selected

in Jos North Local Government Area of Plateau State. The instrument used for this

study was a well- structured questionnaire.

Chi-square independent was used for testing and analyzing of research questions and

hypothesis respectively.

The following areas were researched:

1. The level of teachers’ contribute towards student’s performance in economics.

2. The qualities that makes up a good economics teachers.

3. How the level of teachers increase the performance of senior secondary school

students in economics.

4. Student s’ perception on their poor performance.

5. How educational qualities of teachers leads to students’ performance in

economics.

The following results were obtained:

(a) Teachers qualification does affect students performance in economics in senior

secondary certificate examination in Jos North Local Government Area.

 71

(b) Teachers years of experience does affect students performance in economics senior

secondary certificate examination in Jos North Local Government Area.

(c) The educational qualities of teachers leads to students performance in economics.

(d) The level of teacher increases the performance of senior secondary school

students of economics.

This study is important to both educationist, administrators in all the institution.

Notwithstanding, it has a positive effect on teachers of secondary school both

practicing and potential teachers who will working tirelessly in team of teachers..

The finding revealed that economics teacher qualification has an effect on the

performance of senior secondary school certificate examination. It also shows that

student who are taught by qualified teachers perform better academically than

those student taught by unqualified teachers; and teachers qualification is related to

students’ performance.

Based on the findings in this study, it implies the teachers qualification been

employed by school administrator in schools has an effect on the student learning

and academic performance.

5.2 CONCLUSION

The researcher have come the conclusion that economics teachers qualification is a

critical variable in the performance of senior secondary school in Jos North Local

Government Area of Plateau State, Nigeria. Therefore teachers qualification is a vital

factor that reinforce the educational performance of students.

 72

The effect of economics teachers qualification is strategic to the development of the entire

nation. No nation can rise above the quality of its work force. As such, all teachers in the

country need to work hand-in-hand to contribute to the performance of senior secondary

school certificate examination in the country. The relevance of teachers qualification cuts

across the various sectors of the economy. It is therefore necessary that for the nation to

acquire all round growth and development, the building of teacher qualification must be

given the desired attention.

5.3 RECOMMENDATIONS

After discussing the findings of the research, certain recommendations are put forward

for consideration:

1. Adequate finance should be provided for the various higher institutions in the

country. This will improve on the ability of the various schools to procure basic

resources needed for developing quality manpower in the country.

2. Government should create appropriate laws and policies at all level which will

provide an enabling environment for all teachers higher institutions in the country

to improve the quality of teachers.

3. Basic infrastructures and amenities should be provided by both the government

and other private individuals. This will help to create an appropriate environment

for individuals self development in the country.

4. Adequate rapport should be established between higher institutions in the country

and other developed economies. This will assist in the transfer of quality
 73

knowledge and information that will assist in the development of human resource

that can meet with contemporary demand.

5. Policy makers should always take the subjective views of their wards into

consideration in order to avert the problem of teachers qualification. By doing so,

the increase in teachers concern will provide socio-economic support and

motivation needed for students to perform well in their academics.

6. Constant seminars and workshop on the important teachers educational training and

retraining should be organized for teachers in order to expose them to the major aim

of the national education. This will them realize the vital role to play in the total

development of the child.

7. Teacher Certification. While there may be differences in knowledge or skills between

the certified and uncertified, these differences are pronounced enough to be picked up

in student achievement gains. This is not to suggest that we need to do away with

teacher certification. Rather, it means policymakers need to pay more attention to what

is being signaled about teachers through certification. In other words, what important

qualities or knowledge do certification tests measure, and how do they relate to student

outcomes (not just test scores) that states, parents, and students care.

8. Good professional development may help teachers manage student behavior so that

there is more time for instruction, show teachers novel ways to teach a subject, or help

teachers understand what their students already grasp and what they need to learn next.

5.4 SUGGESTION FOR FURTHER STUDIES

 74

There are several factors that limit the generalization of this results of this study. For

example not only teachers qualification could hinder students’ performance in economics.

Other academic obstacle inside the school set up such as poor learning environment, strike

action, non payment of teachers’ salaries timely, lack of incentives could affect student

performance. Furthermore student motivation, socioeconomic background, attitude and

civil unrest are few among many factors that affect students’ performance in economics.

It is in term that the researcher therefore suggest that a more extensive research should be

carried out on these areas which also affect students’ performance.

Moreover, the sample size used for this research limit its generalization. Given the number

of schools in Jos North Local Government Area, the size of the sample cannot be said to

be a true representative of the population. The time and resource available for the research

was not sufficient for the use of large sample. The researcher therefore suggest that more

study should be conducted on the effect of economics teachers qualification on the

performance of senior secondary school which will involve a larger sample size.

BIBLIOGRAPHY
 75

Aaronson, D., Barrow, L., & Sanders, W. (2003). Teachers and student achievement in
the Chicago public high schools (Working Paper No. 2002-28).

Goe, L. (2007). American Educational Research Journal, 37(2), 479–507. The link
between teacher quality and student outcomes: A research synthesis. Washington,
DC: National Comprehensive Center for Teacher Quality. Retrieved February 27,
2008, from http://www.ncctq.org/publications/

Bell, A. O. (2002). Family characteristics and students’ academic attainment in high

schools. Accra: Boleros printing house Uwaifo, C. E. (2002).

Borman, G. D., & Kimball, S. M. (2005). Teacher quality and educational equality. The
Elementary School Journal, 106(1), 3–20.

Cecil H. Allen, In-Service Training of Teachers in Review of Educational Research. 1940;

10: 210–215.

Odok, A. O. (2013). Department of Guidance and Counseling. University of Ibadan,

IbadanContemporary family structures and students’ academic performance in
secondary schools in IkomLocal Government Area, Cross River State. Journal of
Sociology 4 (4) 87-94 Eamon, T. E. (2005).

Oancea, Alis (2014). "Teachers' professional knowledge and state-funded teacher

education: a history of critiques and silences". Oxford Review of Education. 40: 497–519.

Booth, D. &Kee, L. (2006).Family characteristics and students’ academic performance in

English language. Journal of education 6 (2) 114-122

Powell &Stellman (2010).Family Environment and Educational Attainment of Some

School Children in Western Nigeria. Journal of the Science Teachers Association
of Nigeria,46 (2), 107- 116 .

Billings, W. (2012). Family variables and students’ academic performance in public

secondary schools in Gboko, Benue State. Journal of education 4 (3) 68-76 .

Goldhaber, D. D., & Brewer, D. J. (1996, July). Evaluating the effect of teacher degree
level on educational performance. Paper presented at the NCES State Data
Conference.

Caena F (2012) ‘Perspectives on Teacher Educator policies in European countries: an

overview’ paper prepared for the European Commission conference ‘Education: Policy
support for Teacher Educators’; downloaded August 2013
at http://ec.europa.eu/education/school-education/teacher-educator_en.htm
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Olayinka, B. S. (2009). Parental role in the educational advancement of their children in

Nigerian schools. A paper presented at an education summit in Onitsha, Anambra
State, Nigeria

Hanushek, E. A., Kain, J. F., O’Brien, D. M., & Rivkin, S. G. (2005).Teacher

characteristics and gains in student achievement: Estimation using micro data.
American Economic Review, 61, 280–288 The market for teacher quality (Working
Paper No. 11154).

 Loughran J (2014) ‘Professionally Developing as a Teacher Educator’; Journal of

Teacher Education 2014, Vol. 65(4) 271–283(2014)

APPENDIX I

TEACHERS QUESTIONNAIRE
 77

Faculty of Education,
University of Jos,
Economics Education
Dear Sir/Madam,

I am an undergraduate of the faculty of education, University of Jos. I wish to undertake a

research work on “ The Effect of Economics Teachers Qualification on the Performance of

Senior Secondary School Certificate Examination”.

Therefore, your responses on the effect of qualification of teachers on students’

performance will be considered very helpful in making this investigation a success.

Kindly feel free to tick the appropriate option to the best of your opinion/view.

This investigation is purely for research purpose and your responses will be treated

confidentially.

Thanks for your cooperation

Your sincerely,
Okafor Chekwube Betty

ECONOMICS TEACHER’S QUALIFICATION QUESTIONNAIRE (ETQQ)

SECTION A: PERSONAL DATA
 78

1. Name of Respondent ……………………………………………………

Please tick
2. Teacher’s sex: Male Female

3. Teacher’s highest qualification (a) B.ED, B.A, B.SC(ED)

(b) B.SC, P.G.D.E (c)N.C.E (d) other specify
4. Year of Teaching experiences (a) above 10 years (b) 8-10 years (c) 5-7
years (d) 2-4 years (e) Below 2 years
5. Performance rates in WAEC/NECO
(a) WAEC
(b) NECO

SECTION B
Tick ( ) the column below: the abbreviation for the column indicates the following
SA - Strongly Agree
A - Agree
D - Disagree
SD - Strongly Disagree

S/NO STATEMENT SA A D SD

1 Teachers level plays an important role in the student

performance in economics.

2 Excellent performance of student in economics is as

result of teacher’s adequate concern.

3 Teacher’s qualification often increase the academic

foundation of student.

4 Teacher’s position serves as a motivating factor to

student learning attitudes.

5 The outstanding grades in economics is anchored

on the teachers timely effort.
 79

6 A good economics teacher must have the in-depth

knowledge of the subject matter or content to be
taught.

7 Effectiveness in the application of appropriate

teaching strategy improves the student learning
ability in economics.

8 The loving and caring approach used by the teacher

in inculcating good morals to student, entails the
quality of the teacher.

9 A qualified teacher usually communicate to student

using the right channel.

10 Consistence excellence of a teacher will go a long

way in elevating the teaching profession

11 Teaching carried out by qualified teachers is mostly

detailed, comprehensive and self explanatory to the
students.

12 Quantitative attention and supervision are always

found within the learning environment of a good
teacher.

13 The high performance of senior secondary school

student are the end product of a great teacher.

14 Schools with well educated teachers tends to have

excellent grade in academic works.

15 The educational background posses by the teacher

brings about the quality of the learning and
teaching administered to the student.

16 Bad study habit of study contribute greatly to low

academic results.

17 Lack of instructional materials on the part of

teacher to give clearer explanation to student
learning ability bring about poor life span
articulation.

18 Student level of interest in educational activities

create a room for better performance.

19 Unserious attitudes of parents towards their wards

 80

academic leads to huge failure in school works.

20 The environment at which student attend classes is

very important.

21 Educational teachers serves as motivator to student

academic performance.

22 Students look up to educationist as role model to

guide and direct them towards making career
choices in life.

23 Proper evaluation by the teacher helps in

discovering the student weaknesses.

24 Counseling and guidance are the most important

attribute of a professional teacher which helps in
improving the educational standard in the country.

25 An educational teacher set objectives which will

increase student participation in class.

APPENDIX II

CHI- SQUARE INDEPENDENT SAMPLES FOR TESTING HYPOTHESES ONE

 81

TEACHERS QUALIFICATION PASS/GOOD FAIL/POOR

TOTAL

MSC 50 10 60

BSC ED 55 5 60

NCE 50 10 60

TOTAL 155 25 180

Fe = RT x CT / GT
RT = Row Total

CT = Column Total

GT = Grand Total

R1C1 = 60 x 155 ÷ 180 = 51.67

R1C2 = 60 x 25 ÷ 180 = 8.33

R2C1 = 60 x 155 ÷ 180 = 51.67

R2C2 = 60 x 25 ÷ 180 = 8.33

R3C1 = 60 x 155 ÷ 180 = 51.67

R3C2 = 60 x 25 ÷ 180 = 8.33

HYPOTHESES ONE CONTINGENCY TABLE

Fo Fe (Fo – Fe)2
(Fo−Fe)2
Fe
 82

50 51.67 2.79
0.054
10 8.33 2.79
0.335
55 51.67 11.09
0.215
5 8.33 11.09
1.331
50 51.67 2.79
0.054
10 8.33 2.79
0.335
∑ (Fo−Fe)2 =
2.324
Fe

CHI-SQUARE INDEPENDENT SAMPLE FOR TESTING HYPOTHESE TWO

Teachers Experience in Year Pass/Good Fail/Poor Total

0-3 52 8 60

4-7 56 4 60

7 and above 52 8 60

TOTAL 160 20 180

R1C1 = 60 x 160 ÷ 180 = 53.33

R1C2 = 60 x 20 ÷ 180 = 6.67
R2C1 = 60 x 160 ÷ 180 = 53.33
R2C2 = 60 x 20 ÷ 180 = 6.67
R3C1 = 60 x 160 ÷ 180 = 53.33
R3C2 = 60 x 20÷ 180 = 6.67

HYPOTHESES TWO CONTINENCY TABLE

Fo Fe (Fo – Fe)2
(Fo−Fe)2
Fe

52 53.33 1.77 0.033

 83

8 6.67 1.77
0.265
56 53.33 7.13
0.134
4 6.67 7.13
1.069
52 53.33 1.77
0.033
8 6.67 1.77
0.265

∑ (Fo−Fe)2 =
1.764
Fe