Effect of Qualification of Biology Teachers On The Academic Performance of Students

THE EFFECT OF QUALIFICATION OF BIOLOGY TEACHERS ON THE
ACADEMIC PERFORMANCE OF SENIOR SECONDARY SCHOOL

STUDENTS IN SOME PUBLIC SECONDARY SCHOOLS IN ODEDA LOCAL
GOVERNMENT AREA OF OGUN STATE
BY
OGUNSOLA, VICTORIA OLUWASAYO

MATRIC NUMBER: PDE/18/0087
BEING A PROJECT SUBMITTED TO THE CENTRE FOR SANDWICH AND PRE-

NCE PROGRAMMES (CESAPREP), FEDERAL COLLEGE OF EDUCATION,
ABEOKUTA, OGUN STATE, NIGERIA
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF

PROFESSIONAL DIPLOMA IN EDUCATION (PDE)
DECEMBER, 2019
i
DECLARATION
I hereby declare that this research work was carried out by me. It has not been presented in any
previous application for a higher degree of this or any other Institution. All citations and sources
of information are clearly acknowledged by means of references.
………………………………… ………………………
OGUNSOLA, Victoria O. Date
ii
APPROVAL PAGE
This is to certify that this project was carried out by OGUNSOLA Victoria Oluwasayo, and it
has been read, approved and meets the requirement for the award of Professional Diploma in
Education (PDE) at Federal College of Education, Osiele, Abeokuta and is approved for its
contribution to scientific knowledge and literary presentation.
………………………………. …………………………
Mr. Ibikunle, G. O. Date
Project Supervisor
iii
DEDICATION
This work is dedicated to God Almighty the giver of knowledge and also to my husband and
beautiful children.
iv
ACKNOWLEDGMENT
I give all glory to God Almighty for the grace to finish strong. The race seemed so long with no
end in sight but alas, it has now become a history.
I recognize the fatherly support of my able Supervisor – Mr. Ibikunle G. O. – who is instrumental
to the success of this research work. His contribution, criticism, correction and guidance proved
so invaluable and made this work to be thorough. I can only call him a guardian angel.
I also appreciate my colleagues in the programme, my Pastor – Pastor Michael Ameen – for his
prayer and encouragement, my Parents – Pastor and Mrs S. A. Taiwo – for their prayers, words of
encouragement and moral support. I will not forget my siblings – Bolanle, David and Gideon, and
also my in-laws (Pastor E. A. Ogunsola, Mrs. V. O. Ogunsola, Miss. Tope Ogunsola and Miss.
Rhoda Ogunsola). You have all been wonderful.
My appreciation will not be complete if I fail to mention my husband – Mr. Yemi Ogunsola (ACA)
who gave me the impetus to embark on this journey and encouraged me in all ways possible. He
was my research partner and assistant and had to do the typing of this project. He had to learn
SPSS so that the statistical analysis in the research work could be done. To my children, Miss
Ileri-Ife Ogunsola, Master Ade-Ife Ogunsola and my little boy, Master Ebun-Ife Ogunsola, I owe
a lot. My write-up will not be complete if I do not thank Ebun-Ife who was in the womb when I
started this programme for holding on till I concluded my first semester examinations before
coming forth the very next day – indeed, you are Òmòwé.
God bless you all abundantly. Amen.
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ABSTRACT
This study was carried out to determine the effect of qualification of Biology teachers on the
academic performance of Senior Secondary School students in some public secondary schools in
Odeda Local Government Area of Ogun State. The research population was 461 SS1 and SS2
Biology students and their 8 Biology Teachers. The multi-stage sampling procedure was used in
selecting the respondents. Teacher data was collected using questionnaire while student results
were recorded as secondary data. Descriptive statistical techniques such as frequency tables and
percentages were employed in analyzing the questionnaire while inferential statistic t-test was
used to test the hypotheses. The Statistical Package for Social Sciences (version 20) was used to
analyze data. The findings of the study revealed that teacher qualification and professionalism
have no significance in the performance of students in Biology. In addition, specialization does
not have a positive impact on the performance of Biology students rather other factors not part of
this research work tends to. Based on these findings Government is encouraged to intervene in the
areas of funding and provision of adequate modern teaching and learning infrastructure while
Non-Governmental Organizations should support the government. On a final note, proper
motivation for teachers and constant training and re-training is encouraged.
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TABLE OF CONTENTS
DECLARATION ii
APPROVAL PAGE iii
DEDICATION iv
ACKNOWLEDGMENT v
ABSTRACT vi
TABLE OF CONTENTS vii
LIST OF TABLES ix
CHAPTER ONE 1
1.0 INTRODUCTION 1
1.1 BACKGROUND OF THE STUDY 1
CHAPTER TWO 5
2.0 LITERATURE REVIEW 5
2.1 CONCEPTUAL FRAMEWORK 5
2.1.1 Meaning of Biology 5
2.1.2 Concept of Teachers’ Qualification 6
2.1.3 Concept of Teacher Effectiveness 14
2.1.4 Concept of Academic Achievement 17
2.2 ASPECTS OF BIOLOGY 19
2.2.1 Practical Biology 19
2.2.2 Biology Theory 20
2.3 EFFECTS OF TEACHERS’ QUALIFICATION ON STUDENT ACADEMIC

PERFORMANCE/ACHIEVEMENT 21
2.4 ROLES OF GOVERNMENT AND NON-GOVERNMENTAL ORGANISATIONS IN

PROMOTING TEACHING OF BIOLOGY 23
2.4.1 Roles of Government 23
2.4.2 Role of Non-Governmental Organisations 24

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2.5 CHALLENGES FACING TEACHING AND LEARNING OF BIOLOGY IN SCHOOLS 26
2.5.1 Challenges emanating from Resources and Infrastructure 26
2.5.2 Challenges emanating from Teachers 27
2.5.3 Challenges emanating from Curriculum and Pedagogy 28
CHAPTER THREE 29
3.0 RESEARCH METHODOLOGY 29
3.1 RESEARCH DESIGN 29
3.2 SAMPLE AND SAMPLING TECHNIQUE 29
3.3 METHOD OF DATA COLLECTION 30
3.4 TECHNIQUES OF DATA ANALYSIS 30
3.5 PROBLEMS ENCOUNTERED 31
CHAPTER FOUR 32
4.0 RESULTS AND DISCUSSIONS 32
4.1 INTRODUCTION 32
4.2 PRESENTATION OF DATA 32
4.3 RESEARCH FINDINGS 35
CHAPTER FIVE 38
5.0 SUMMARY, CONCLUSION AND RECOMMENDATIONS 38
5.1 INTRODUCTION 38
5.2 SUMMARY OF FINDINGS 38
5.4 RECOMMENDATIONS 40
REFERENCES 41
APPENDIX 47
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LIST OF TABLES
Table 4.1a: Demographic Data on Teachers’ Age
Table 4.1b: Demographic Data on Teachers’ Gender
Table 4.2a: Teachers’ Educational Qualification
Table 4.2b: Possession of Education Degree
Table 4.2c: Registration with the Teachers’ Registration Council of Nigeria (TRCN)
Table 4.3a: Teaching Experience
Table 4.3b: Area of Specialization
Table 4.4 T-Test showing performance of students taught by Qualified and Unqualified
Teachers
Table 4.5 T-Test showing performance of students taught by Professional and Non-
Professional Teachers
Table 4.6 T-Test showing performance of students taught by Specialist and Non-Specialist
Teachers
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CHAPTER ONE
1.0 INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Science is a vital enterprise which nations depend on, in order to move forward technologically.
Science therefore is receiving much attention in education because of its significance and
relevance to life and society. Science is both a process (scientific method) and a product
(knowledge, fact and principles) (Ezeh 2013). Biology as a science subject plays a major role
in science especially in the area of medicine and related discipline and its roles cannot be over
emphasized. Hence, Biology is one the science subjects one must pass so as to qualify to offer
some science courses at tertiary level of education. However, it is so painful and disheartening
that despite the vital role and much emphasis being laid on Biology, students at Senior
secondary school level of education are still performing woefully in this subject, and this has
been a great concern to educationists, most especially those in the field of science. This has
been attributed to myriad of factors such as the attitude of students towards their studies, poor
parenting, lack of instructional materials, lack of infrastructures, and most especially lack of
certified and qualified teachers (Bassey 2005). All these factors result to poor performances
of students at the tertiary level.
1.2 STATEMENT OF PROBLEM
The major roles of teachers in students’ achievement cannot be overlooked. The progressive
decline in secondary school students’ academic performance has raised a lot of questions as
regards Nigeria’s educational system, of which qualities of teachers are key factor. Agusibo
(2008) however, observed that the absence of qualified teachers to teach Biology contributes
greatly to the poor performance of students in Biology, and this is corroborated by the West
African Examination Council report on Biology. It is so clear that most teachers teaching this
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subject (Biology) are not certified by the Teachers’ Registration Council of Nigeria (TRCN).
The professional qualifications required of any teacher in Nigeria are NCE, B. Sc, B. Ed or
PDGE. This study is carried out to ascertain the effect of qualification of teachers on the
academic performance of Biology students in Odeda Local Government.
1.3 OBJECTIVES OF THE STUDY
• To ascertain the availability of qualified Biology teachers in Secondary Schools
• To ascertain the level of qualification of teachers teaching Biology in Secondary
Schools
• To confirm whether teachers’ qualifications results in better performances of students
in Biology
• To establish the differences between students taught by qualified teachers and those
that are taught by unqualified teachers.
• To suggest ways of further improvement.
1.4 HYPOTHESES
Ho1: There is no significant difference in the performance of secondary school Biology students
taught by qualified teachers and those taught by unqualified teachers.
taught by professional and non-professional teachers.
taught by specialists and those taught by non-specialists.
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1.5 SIGNIFICANCE OF THE STUDY
The findings from this study will broaden knowledge, stir up interest in Biology and also
improve the teaching skills of teachers in various Senior Secondary Schools in the study area
and Nigeria at large. Hopefully, findings from this study will build up a proper link between
student’s academic performance in Biology in Senior Secondary Schools in Odeda Local
Government and basic qualities needed for teacher’s effectiveness in teaching this subject
across the Local Government.
At large, this study will be useful for Students, Teachers, Educational Administrators,
Government (through Ministries and Supervising agencies), etc.
1.6 SCOPE OF THE STUDY
The study will be limited to the effect of qualified Biology teachers on the academic
performance of Biology students in Senior Secondary Schools in Odeda Local Government
Area of Ogun State. It will be conducted in Odeda Local Government Secondary Schools, the
Local Government is located in South-west geo-political zone of Nigeria and it is one of the
states with highest emphasis on formal education.
1.7 DEFINITION OF TERMS
The terms used in the topic are defined as follows:
Biology: This is one of the Science subjects taught in Senior Secondary Schools in Nigeria.
Biology Teacher: This is a teacher who teaches Biology in a Senior Secondary School.
Teacher’s qualification: This is all the skill a teacher requires to teach effectively. Such skills
include formal education, experience, subject matter knowledge, pedagogy studies, duration of
training, certificate/licensing and professional development (Zuzovsky 2009).
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The degree of mastery of Biology skills, the teaching techniques and method used, the teacher’s
attitude towards the learners and the ability to identify student’s need of each stages of Biology.
It also covers the degree of preparedness of Biology teachers.
Academic Performance: this is the extent to which a student, teacher or institution has
achieved their short or long-term educational goals (Wikipedia, 2019). It also refers to
achievement in standardized tests or examinations shown by a Student. According to Niebuhr
(1995), academic performance of students is typically assessed by the use of teacher’s ratings,
tests and examinations.
Senior Secondary School: In Nigeria’s 6-3-3-4 Educational System, the Senior Secondary
level of Education is the second “3”. It is the stage after the post-basic level of education and
the successful completion of this level remains the pre-requisite for transiting to Tertiary
Institution.
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CHAPTER TWO
2.0 LITERATURE REVIEW
2.1 CONCEPTUAL FRAMEWORK
2.1.1 Meaning of Biology
Today, there is much emphasis on teaching of STEM (Science, Technology, Engineering and
Mathematics) which is a bedrock of development in modern days. Biology is one of these
Science subjects.
Biology is the science that deals with the study of varieties of living organism including
ourselves (plants and animals) or better still study of living organisms utilizing the scientific
method. It examines the structure, function, growth, origin, evolution, and distribution of living
things. It also studies the way our environment evolved from triple organisms and this is
intimately part of our environment. Medical advancement shows the importance of Biology in
our daily lives. The study of dreaded diseases, their causative agents, cure as well as the action
of drugs are a way of Biological enlightenment that thrives at minimizing human suffering and
tries to find cure for hereditary abnormalities like haemophilia, Down’s syndrome etc., Biology
has a vital role in controlling environment pollution and attractive sense of art and beauty. High
yielding varieties of crop plants like rice, wheat, salt, sugar cane, etc. are now bred
experimentally. Disease resistant grain verbalized seeds are made (Biotechnology) and Fossils
are important in locating underground oil and natural gas resources. The above use and
importance have made Biology a course or subject of impact in the life of individuals, the
nation and the world as a whole; thereby prompts the learned to make it a compulsory course
of study in every level of education – primary (as part of basic science), secondary, and tertiary
institutions. The subject is also important in the following areas of specialization:
Microbiology, Botany, Zoology, Mycology, Bacteriology, Parasitology, Biotechnology, Public
5
Health, Medicine, Medical Laboratory Science, Biochemistry, Anatomy, Physiology,
Physiotherapy, Pathology, and so on.
2.1.2 Concept of Teachers’ Qualification
Effective teachers are best identified by their performance not by their background or
experiences. Despite common perceptions, effective teacher cannot reliably be identified based
on where they went to school, whether they are registered or how long they are taught. The
best way to assess teachers’ effectiveness is to look at their on the – job performance including
what they do in the classroom and how much progress their students make on achievement
tests. Quality teachers are considered to be those who bring about student learning. (Harris and
Sass, 2006).
Many factors contribute to a student’s academic performance, including individual
characteristics, family and neighbourhood experiences – these are referred to by Onyi & Dada
(2016) as “non-school factors”. But research such as Jordan, Mendro and Weersinge (1997)
suggests that among school related factors, teachers matter most even as Onyi & Dada (2016)
noted that effective teaching has the potential to help level the playing of such factors.
The importance of good or quality teachers is no secret or it cannot be overemphasized. Schools
have always sought out the best teachers they could get in the belief that their students’ success
depends on it. If teachers are so important to student learning, how can schools make sure all
students receive the benefit of good/quality teachers?
A study by Adeogun (2001) found that the quality of any education system depends on the
quality of teachers. Review of related literature indicates that the most important school‐based
determining factor of students achievement is the teacher quality (Rockoff, 2004; Rivkin et al.,
2005; Aaronson et al., 2007; Harris and Sass, 2008). Therefore, there is need to assess the
6
characteristics of the secondary school teachers in terms of qualification, experience and
teaching methodology in order to ensure quality of education given to the youths.
According to Usman (2012), a qualified teacher can be defined as one who holds a teaching
certificate and/or licensed by the state, owns at least a bachelor’s degree from a four-year
institution and well qualified in his/her area of specialization. Also, Usman quotes the Pakistan
Ministry of Education officials who described a qualified teacher as one who possesses
knowledge of: the subject matter, human growth and development, ethical values, instructional
planning and strategies, assessment, learning environment, communication and advocacy,
collaboration and partnership, continuous professional development, code of conduct and
skillful use of information communication technologies. This implies that someone might have
a teaching certificate at hand but without adequate knowledge of subject matter, this individual
has no teaching qualification yet. Similarly, someone without proper knowledge of pedagogy
or someone who spent few years in training without completing the required years does not
possess teaching qualifications.
The educators, government, parents and society in general have constantly been interested in
the academic achievement of students (Lydiah and Nasongo, 2009; Yusuf and Adigun, 2010).
According to Adeyemi (2010), teachers play an important role in determining the students’
academic achievement. Researchers have never reached a consensus on the specific teacher
factors that influence students’ academic achievement (Rivkin et al., 2005). Some studies found
that teachers’ experience and educational qualifications significantly influenced students’
academic achievement (Njeru and Orodho, 2003; Ankomah et al., 2005; Ugbe and Agim, 2009;
Asikhia, 2010; Yala and Wanjohi, 2011; Olaleye, 2011). When conducting research on factors
contributing to under achievement of Zambian female students in O-Level Physics
examinations, Maguswi (2011) found that lack of qualified teachers of Physics had a significant
7
contribution. Moreover, a study done by Adaramola and Obomanu (2011) in Nigeria found
that lack of qualified teachers led to consistent poor performance of students in STEM subjects.
Studies done by other scholars found that teachers’ professional qualifications and teaching
experience are not significantly related to students’ academic achievement (Rivkin et al., 2005;
Buddin and Zamarro, 2009; Mbugua et al., 2012; Kimani et al., 2013; Musau et al., 2013).
Furthermore, a study done by Feng and Sass (2010) found that in‐service professional
development for teachers has little effect on their ability to increase the achievement gains of
students. Aaronson et al. (2007) found little or no difference in teacher effectiveness among
Chicago Public School teachers with different college majors.
Professional development and experience also count for teachers’ qualifications because
several studies have revealed this. Qualification is one of the critical factors that drive students’
academic performance. Eryilmaz and Laslan (1999) observed that one of the most important
factors in the teaching process is the qualification of the teacher. The perspective of Kane, et
al (2006) was that teachers’ qualifications can go a long way to bring about students’ higher
academic achievement.
Teachers’ profession relates to competence in instruction and management of students and
materials in the classroom. Teachers’ qualifications, therefore, might not only be the certificate
someone is holding as erroneously conceived by some people. Teachers’ qualifications are
more than just holding a certificate of any institution. Zuzovsky (2009) in her study on
“Teachers’ qualifications and their impact on students’ achievement findings from TIMMS-
2003 data in Israel ties teachers’ qualifications to seven indicators that are:
● Teachers’ formal education
● Teachers’ education in the subject matter of teaching (in-field preparation)
● Teacher education in pedagogical studies
● Duration of the preparation period

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● Certification and licensing status
● Years of experience
● Preparation in professional development activities
These indicators are central to this review because they act as a compass through which to
navigate this review. Therefore, each of them will be separately discussed in detail for proper
understanding of what qualifications are.
Formal Education
Here we talk about various academic degrees a teacher can possess to qualify him or her to
teach. In Nigeria, these are Bachelor’s, Master’s, Doctorate degrees, other certificates, and
diplomas inclusive. However, only degree holders are qualified to teach in senior secondary
schools. According to Zuzovsky (2009), findings related to teachers’ academic degrees are
inconclusive. Some scholars believe that higher degrees showed positive correlation with
students’ academic achievement. There are others who believe that higher degrees had an
adverse correlation with students’ achievement. Teacher formal education is imperative.
Darling-Hammond, et al (2001) asserted that teachers who have more training produce students
who have the better achievement.
In-Field Preparation
In-field preparation is related to the subject matter knowledge a teacher acquires while in
training. Several studies showed a positive relationship between teachers’ preparation in the
subject matter they later teach and students' achievement. Shamim, et al (2013) observed that
recent studies revealed a positive correlation between content knowledge and students’
achievement. Research shows that teachers’ knowledge of the specific subject matter,
particularly at secondary school level is a good predictor of pupils' achievement. Teachers with
content knowledge achieve a higher percentage of students’ outcomes than teachers without
9
such experience. Assigning students to a teacher with deeper content knowledge has a positive
correlation with greater academic growth. According to Ademulegun (2001), students taught
by more qualified and experienced teachers in terms of knowledge of subject matter performed
better than those taught by less qualified but experienced teachers. A well-prepared teacher of
a subject should also have a strong command of the subject matter and knowledge of the
difficulties it presents to students.
Pedagogy Studies
Studies revealed that several of the pedagogical studies of teachers’ preparation programs
reinforce the view that the pedagogical aspects of teachers’ preparation is important because
of the effects it has on teaching practice and for their ultimate impact on students’ achievement
Wilson, et al (2001). Seweje and Jegede (2005) noted that the ability of a teacher to teach is
not derived only from one’s academic background but it is based upon outstanding pedagogical
skill acquired. Shamim, et al (2013) found out that pedagogical studies enable teachers to
harmonize the minds and emotions of their students in class and result into higher academic
achievement. Zeichner cited in Hollins (2011) that conventional pre-service teacher
preparation programs have been under criticism for being too often characterized by
fragmentation and weak pedagogy. Results showed that beginning teachers with extensive
preparation in pedagogy and supervised teaching were more likely to be teaching in the field
of their subject matter expertise Boe & Shin (2007). Gore, et al (2004) underscored the
importance of pedagogical knowledge. They suggest that productive pedagogy knowledge of
early stage of teacher education should come to be integrated fully into students’ knowledge
base for learning.
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Duration of Pre-service Education
There are agitations about the years teachers spent in pre-service education in some countries.
There is no evidence that graduates of the longer programs become more effective teachers.
Teacher preparation is a possible determinant of students' achievement Darling-Hammond, et
al (2001). A positive connection exists between teachers’ preparation in their subject matter
and their performance and impact in the classroom but not on the number of years spent in
school. The perceived crisis in science education is the failure of the teachers’ training
institution to provide the type of preparation that pre-college teachers need to teach science
effectively (McDermott, 1990). But not the number of years spent for pre-service education.
Duncan (2010) said if teaching is—and should be—one of our most revered professions,
teacher preparation programs should be among a university's most important responsibilities.
Teachers with extensive preparation reported being better prepared to teach assigned subject
matter than did those with little or no preparation.
Certification/Licensing
Certification is a measure of teacher qualifications that combines both aspects of knowledge
about the subject matter with teaching and learning. Certified teachers are usually those who
have graduated from accredited teacher education programs. These categories of teachers are
also required to complete an induction program or pass a national teacher examination test to
obtain a license Zuzovsky (2009). In the Nigerian context, a certified teacher must be licensed
by the Teacher Registration Council of Nigeria (2004) apart from graduating from an
accredited institution. The major problem facing Nigerian now is the rate at which private
teacher training institutions are springing up. Many of these institutions bribed their ways to
get accredited when they have not met the required standard.
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Darling-Hammond (2000) argued that teachers’ issues are critical for students’ achievement,
but teacher education and certification are related not to teacher effectiveness. This author said
several aspects of teachers’ qualifications like subject matter knowledge, preparation
experience, and teaching experience had been found to have some relationship with student
achievement. There is mixed evidence on the influence of licensing on students’ academic
achievement. Some believed Aina Jacob Kola and Olanipekun Shola Sunday: A Review of
Teachers’ Qualifications and Its Implication on Students’ Academic Achievement in Nigerian
Schools that being certified as a teacher does not guarantee achievement gain. While some
agreed that being certified as a teacher influences academic gain. In agreement with Darling-
Hammond, et al (2001); Nevgi, et al (2004) said students who are taught by certified teachers
outscored those with another kind of teachers.
Years of Experience
A teacher’s years of experience are one of the teachers ’qualifications indicators that is believed
to be a significant determinant of students’ academic performance. Boyd, et al (2008) believed
that greater teaching experience will produce students with higher achievement. Studies have
shown that inexperienced teachers are typically less efficient than the experienced teacher
Darling-Hammond (2000). Studies have found a positive relationship between teachers’
effectiveness and their years of experience and efficient teacher positively influence students’
academic achievement Agharuwhe (2013).
However, there is the need for caution in Nigeria about the experience. Many teachers may
have been in the teaching profession for over twenty years without properly developed himself
or herself for years. This category of teachers may not be able to cope with the new trends in
education. The subject curriculum is changing almost every year as the whole world is
changing with technology. Therefore, it is better to say there is a positive relationship between
12
experience and student achievement when there is adequate teacher professional and academic
development.
Professional Development
Professional development is activities that develop an individual skill, knowledge, expertise
and other characteristics as a teacher (OECD, 2009). It is a conscious and systematic step to
ensure teachers upgrading and continuous self-improvement (Oluremi, 2013). Professional
development is critical to the retention and improvement of any teacher in the classroom (The
American Association of Physics Teachers, 2009). Professional development is an aspect of
teachers’ qualifications that is paramount for an effective classroom teacher. Oluremi (2013)
said professional development enhances and improve teachers teaching skills. This author
posited that there was the need to foster teacher’s continuous professional development to cope
effectively to improve the quality of education. Teachers’ continuous professional
development is highly relevant both to improving educational performance and effectiveness,
and for enhancing teachers’ commitment, identity and job satisfaction (European Commission,
2013). Agharuwhe (2013) cited Wenglinsky that professional development is related
positively to students’ achievement. Professional development helps practicing teachers to
upgrade their content knowledge and teaching skills to adjust to the introduction of new
curricula, new research finding on teaching and learning (Agharuwhe, 2013).
From Ajayi’s (2009) point of view, the professional qualities of a teacher have to do with the
following:
✓ Mastery of the subject matter

✓ Sense of organization
✓ Ability to clarify ideas
✓ Ability to motivate students
✓ Good imagination
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✓ Ability to involve the students in meaningful activities throughout the period of
teaching
✓ Management of the details of learning
✓ Frequent monitoring of students’ progress through tests, formal and informal, written
and oral quizzes.
Having explained the seven indicators, it is now clear that qualification is not just only the
certificate and qualification essential to a teaching profession.
2.1.3 Concept of Teacher Effectiveness
Qualifications of a teacher tell much about his/her quality that is why Akiba, et al (2007)
observed that teacher quality is a crucial driving force for improving student achievement.
Policymakers widely recognize Teachers' quality, practitioners and researchers alike to be the
most powerful school-related influence on a child academic performance (Akiba, et al; 2007).
Teachers’ qualifications are more than a certification but encompass many other variables that
make an effective teacher. Teacher self-efficacy is a construct that has a correlation with
teachers’ qualifications as observed by Ghanizadeh & Moafian (2014) that teachers’ self-
efficacy is correlated positively with both teacher years of experience and pedagogical success.
Teacher self-efficacy differs significantly according to their qualifications (Aliyu, et al; 2013).
Teachers who have proper teaching qualifications will also have a higher efficacy as against
the teachers who do not have right qualifications. Therefore, suitable qualifications and high
self-efficacy will produce effectiveness in teaching because teacher self-efficacy is central to
effective teaching (Steele, 2010). Teacher self-efficacy has been shown to be an important
characteristic of the teacher which is related to success in teaching (Gavora, 2010). Teacher
effectiveness is difficult to define since there has not been a consensus agreement on what
measured quality teacher (Stronge, et al; 2011). However, Agharuwhe (2013) cited Onyeachu
that teachers’ effectiveness is a multidimensional construct. Since it measures a variety of
14
different aspects of teaching such as; subject mastery (content knowledge), effective
communication, lesson preparation and presentation (pedagogical skill). Teachers’
effectiveness is related to teachers’ qualifications because both content knowledge and
pedagogical skill are indicators for measuring qualifications as earlier discussed. Sahlberg
(2010) and Kansanem (2005) confirmed the effectiveness of teachers in Finland because of
excellent qualifications. According to these authors, starting teaching career with a master
degree, sound content and pedagogical knowledge makes these teachers effective. Self-efficacy
of Finnish teachers must be very high because a study shows that pedagogical training and deep
content knowledge have an effect on teacher self–efficacy (Nevgi, et al; 2004). Confirming
this, Postareff, et al. (2004) posited that the more pedagogical training the teachers had, the
higher they scored on the self-efficacy scale. Teacher education in Finland is different from
that of Nigeria, which perhaps contributed to the effectiveness of the schooling system. The
Nigerian educational system requires all teachers in all schools to be professional (Hamilton-
Ekeke, 2013) and academically qualified. The National Policy on Education (2004) stipulates
the minimum qualification for entering the teaching profession in Nigeria is Nigerian
Certificate in Education [NCE] (Akinbote, 2007); (Ibidapo-Obe, 2007). It is on these
backgrounds that under Act 31 of 1993, government setup the Teacher’s Registration Council
of Nigeria (TRCN) aimed at controlling and regulating the practice of the profession
(Hamilton-Ekeke, 2013).
Other degrees in education acceptable by TRCN are Bachelor of Science in Education (BSc.
Ed), Bachelor of Education (B. Ed), Master in Education (M. Ed), and Ph.D. in Education.
Also, anyone with a degree or diploma aside those mentioned above must possess a Post
Graduate Diploma in Education (PGDE) or Technical Teachers Certificate [TTC] (Akindutire
& Ekundayo, 2012). Evolving from the above literature is to conceptualize teacher
qualification for a better understanding. The snag of the various arguments on a teacher
15
qualification hinge on the inability to identify “teacher personal” quality as one of the teacher
qualifications germane to the positive students’ learning outcome. Teacher qualifications can
be divided into two categories. The categories are personal quality and certification as what
qualify someone to teach and that can influence students’ academic performance are related to
certain qualities teacher got in the classroom and was certificated at a particular period of his
or her lifetime. The second one is those related to personal quality that are continuous in his or
her lifetime. Degree certificates, formal education, and in-field preparation are not throughout
the life of a teacher. Once a teacher has them, it is over for his or her lifetime. Teaching
strategies, experience, professional development, motivation, and interaction is personal to the
individual teacher and keep changing in a teacher life. A teacher who has a bad teaching
strategy today may not have it another time.
Most students in Nigerian schools are not ready to learn and, therefore, teachers who could
impact positively on them through motivation and counselling are needed. Students in schools
need teachers who could employ teaching strategies that help their assimilation. Therefore,
teaching strategy, motivation and interactions are essential teacher qualifications required by
all teachers. Qualified teacher is crucial in any educational system that is why it is important to
ensure every teacher is academically and professionally qualified. Teachers’ qualifications
have a serious implication on student academic achievement. Some scholars supported that
poor pedagogical content knowledge of teachers led to poor academic performance by pupils
(Ogundele, et al; 2014); (Olanipekun & Aina, 2014). Teachers’ qualifications, teacher self-
efficacy, and teacher effectiveness are all correlated as reviewed above. Therefore, teachers’
qualifications must have an influence on students’ academic achievement. Aina, et al. (2015)
had observed that teacher effectiveness has an influence on students’ academic performance.
Teacher personal quality is very crucial to teachers’ qualification. Therefore, it is paramount
always to consider it as part of teacher qualifications.
16
2.1.4 Concept of Academic Achievement
Ifeakor (2010) regarded achievement as a change in behaviour exhibited at the end of a given
period of time or within a given time range. Aronson (2012) explained academic achievement
as the degree of attainment by student in schools, colleges and universities either in class,
laboratory, library, project or field work in which the student is sufficiently exposed to.
Aniekwe (2009) sees achievement as a test for the measurement and comparison of skills in
various fields of academic study. Hence achievement could be described as a task which has
been accomplished successfully, especially by means of exertion, skill practice or
perseverance. Academic achievement enables us to obtain information on the extent to which
a student has attained the criterion performance. It also enables us to determine the relative
position or rank of individual student with respect to their performance (Etuk, Koko & Eno,
2011). Students, teachers, parents and the society are much concerned about the academic
achievement of students. Some of the purposes of academic achievement are itemized by
Ekhasemomhe (2010) as follows:
• To determine the relative effectiveness of the programme in terms of students

behavioural to output.
• To identify students’ growth or lack of growth in acquiring desirable knowledge, skills,
attitudes and societal values.
• To help teachers determine the effectiveness of their teaching technique and learning
materials.
• To help motivate students to learn more as they discover their progress or lack of
progress in a given task.
• To encourage students to develop sense of discipline and systematic study habits.
• To acquaint parents or guardians with their children’s performance.
• To predict the general trend in the development of the teaching –learning process.
• To make reliable decision about educational planning.
• To provide educational administrators with adequate information about teachers’
effectiveness and school needs.
17
In summary academic achievement measurement is used for instructional, administrative,
guidance and counseling and research purposes.
Many researchers have long investigated factors that affect the academic achievement of
students in science. One of the factors that have been investigated for its effects on Biology
academic achievement is classroom environment.
According to Talton and Simpson (2013), classroom environment is composed of six areas; the
emotional climate of science classroom, science curriculum, physical environment of
science classroom, science teacher, students in the science classroom, friends’ attitude
toward science. Talton and Simpson stated that there exists a significant correlation between
attitude towards science and all the classroom environmental variables and that these affect
students’ achievement in science particularly Biology. Manoussou (2011) investigated the
relationship between attitudes toward Biology achievement of Greek students; and found
significant correlation between attitudes toward Biology classroom environment and academic
achievement in Biology; and concluded that classroom environment is an important factor that
develops positive achievements towards Biology. Simpson and Troost (2012) also emphasized
that if students experience an unpleasant punishment in science classroom the little science
knowledge that they learn may disappear because the classroom environment is not suitable
and will affect the students’ academic achievement. In the Biology class the teacher should
create good atmosphere by organizing the lesson that would be interactive and attractive to
students either in group or individually.
Teaching method is another factor in academic achievement especially cooperative learning
approach which encourages students to work together in small groups and to use a variety of
activities to improve their understanding of subject matter (Chang & Moa, 2009). Inquiry
instructional approach encourages students to extend their thinking and express their ideas in a
variety of ways through exploring and experiencing their environment through guided or
18
unguided learning activities. Inquiry approach which involves students gathering information,
collecting and interpreting data, formulating hypotheses and drawing logical conclusions;
(Scheneider, Marx & Soloway, 2011). It could be therefore possible for academic achievement
to be attained if Biology subject will be learned both practically and theoretically through the
process of teaching and learning; this makes them behave like scientists. Good practical skills
and theory experience in Biology could therefore enhance students’ academic achievement.
(Weinburgh & Englehard, 2009).
The teacher has always been considered a crucial factor affecting academic achievement in
Biology and science in general. Students always identify the teacher as the most important
element in a classroom learning environment. The teacher should always create good
atmosphere by interacting with the students freely in the laboratory to make the lesson not
boring and at the same time maintains discipline; such attitude promotes academic achievement
(Ozkan, 2013). Several researchers like Ozkan (2013); Chang and Moa (2009), Scheneider
Marx and Soloway (2011) have commended on the attitudes of students, teachers, teaching
methods, laboratory activities, classroom environment and how they affected students’
academic achievement in science.
2.2 ASPECTS OF BIOLOGY
2.2.1 Practical Biology
Practical Biology is the scientific study of the life and structure of plants and animals and their
relative environment in real or experimental set-up rather than dwelling in the theory and ideas
(Opuh, et al. 2008).
Practical activities in Biology provide opportunities for students to actually do science as
opposed to learning about science. Nzewi (2008) asserted that practical activities can be
regarded as a strategy that could be adopted to make a teacher (teaching) more real to the
19
students. He maintained that practical activities should engage the students in hands on, mind
on activities, using varieties of instructional materials to drive the lesson home. Nwagbo
(2008) stated that the use of practical approach to teaching of biological concepts should
therefore be a rule rather than an option to biology teachers if we hope to produce students that
would be able to acquire the necessary knowledge, skills and competence needed to meet the
scientific and technological demands of the nation. Practical work stimulate learners’ interest
in the science subjects they are studying. According to Nwagbo (2008), a number of factors
have been identified as contributing to non-acquisition of skills by secondary school students
which invariably leads to poor performance and one of the factors is the teacher variable, i.e.
teacher method of teaching, that is, a teaching technique in which one person, the teacher
present a spoken discourse on a particular subject and shy away from activity oriented teaching
methods which are student centred such as inquiry method, discovery method and investigative
laboratory approach.
Nwagbo (2006) observed that such teacher-centred approach which places the teacher as a sole
possessor of knowledge and the students as passive recipients of knowledge may not enhance
achievement or promote positive attitude to Biology.
In addition, Biology topics that are meant to be taught through laboratory practical or other
forms of practical should not be taught theoretically or using alternatives to practical if students
must understand and underpin the rationale behind the substance of those topics.
2.2.2 Biology Theory
Theoretical ideas have a rich history in many areas of biology, and new theories and
mathematical models have much to offer in the future. When scientists want to explain some
aspect of nature, they tend to make observations of the natural world or collect experimental
data, and then extract regularities or patterns from these observations and data, possibly using
20
some form of statistical analysis. Characterizing these regularities or patterns can help scientists
to generate new hypotheses, but statistical correlations on their own do not constitute
understanding. Rather, it is when a mechanistic explanation of the regularities or patterns is
developed from underlying principles, while relying on as few assumptions as possible, that a
theory is born.
Theory plays a paramount role in Biology and for students to have a full knowledge, there is
need for them to be exposed to the theoretical aspect of Biology. There are several theories in
Biology with each having a great significance to science.
Modern biology is based on several ideas, or theories and this include: Cell theory, evolution
theory, genetics and homeostasis. These areas are not taught using practical.
Biology teaching should be based on a content of theory that can be applied to solve problems
and Biology teachers must have a model of pedagogy that will develop the student cognitive
domain. Also, to have a better performance in Biology, teachers should make use of teacher-
centred and student-centred methods during lectures. This will allow full participation of
students in the learning of Biology and the teachers will be able to know how far he/she have
been able to impart knowledge to their learner.
2.3 EFFECTS OF TEACHERS’ QUALIFICATION ON STUDENT ACADEMIC
PERFORMANCE/ACHIEVEMENT
Many factors contribute to a student’s academic performance, including individual
characteristics, family and neighbourhood experiences. But research such as Jordan, Mendro
and Weersinge (1997) suggests that among school related factors, teachers matter most. When
it comes to student performance on reading and math tests, a teacher is estimated to have two
or three times the impact of any other school factor, including services, facilities and even
leadership (Mohammed and Yusuf, 2015).
21
Effective teachers are best identified by their performance not by their background or
experiences. Despite common perceptions, effective teacher cannot reliably be identified based
on where they went to school, whether they are registered or how long they are taught. The
best way to asses teachers’ effectiveness is to look at their on the – job performance including
what they do in the classroom and how much progress their students make on achievement
tests. Quality teachers are considered to be those who bring about student learning. (Harris and
Sass, 2006)
Non-school factors do influence student achievement but effective teaching has the potential
to help level the playing of such factors. The importance of good or quality teachers is no
secret or it cannot be overemphasized. Schools have always sought out the best teachers they
could get in the belief that their students’ success depends on it. If teachers are so important to
student learning, how can schools make sure all students receive the benefit of good/quality
teachers?
More than two decades of research findings are unequivocal about the connection between
teacher quality and student learning. The report of the National Commission on teaching and
America’s future (1996) made teaching the core of its three simple promises in its blueprint for
reforming the nation’s schools. They are: what teachers know and can do is the most important
influence on what students learn. Recruiting, preparing and retaining good teachers is the
central strategy for improving schools. School reform cannot succeed unless it focuses on
creating the conditions under which teachers can teach well.
A highly effective teacher, therefore, is one whose students show the most gains from one year
to the next. By using this approach, researchers are able to isolate the effect of the teacher from
other factors related to student performance such as students’ prior academic record or school
they attended. “The effect of teaching on student learning is greater than student ethnicity or
family income, school attended by student or class size.
22
The effect is stronger for poor and or minority students than for their more affluent peers,
although all groups benefit from effective teachers. The effects accumulate over the years. The
positive effects associated with being taught by a highly effective teacher, defined as a teacher
whose average student score gain is in the top 25% were stronger for poor and minority students
than for their white and affluent counter parts. The study found that low income students were
more likely to benefit from instruction by a highly effective teacher than were their more
advantaged peers Van der Bergh and Roos, (2014). Another study found that the achievement
gain from having a highly effective teacher could be almost three times as large for African
American students as for white students even when comparing students who start with similar
achievement levels (Sanders and Rivers 1996).
2.4 ROLES OF GOVERNMENT AND NON-GOVERNMENTAL
ORGANISATIONS IN PROMOTING TEACHING OF BIOLOGY
2.4.1 Roles of Government
A government is the system or group of people governing an organized community, often a
state. In Nigeria, there are three tiers of Government and all these tiers are well positioned to
help in the development and evolving of a good and standard educational system. This is done
through the following:
• Adequate Funding: Funding is of paramount importance in the development of
Education. Provision of funds are made possible through the National Budget
(Appropriation Act). The budgetary process involves allocating funds to various
Ministries within a state, one of which is the Ministry of Education. The fund so
provided is needed to build schools, repair existing educational infrastructure, procure
needed educational infrastructure, remunerate personnel in the educational sector, etc.
23
• Oversight Function: Through the Ministry of Education and other agencies, the
government carries out oversight function to ascertain the level of compliance of
teachers and school administrators to the laid down policies guiding education in the
country. This way, there is a feedback mechanism established and also on the spot
assessment of situations obtainable at educational institutions.
• Curriculum Development: The government is also responsible for curriculum
development through its ministry and agencies which are saddled with such
responsibility. Without proper coordination in the area of curriculum, different teachers
in different schools will teach divergent topics to students and this is abysmal.
When all the above are in place, teaching and learning will be easy not only for Biology or
STEM subjects but all subjects as a whole.
2.4.2 Role of Non-Governmental Organisations
Non-governmental organizations have made a significant influence such as in the fight against
slavery or women’s right to vote. Popularly known as NGOs, they usually represent a non-
profit and sometimes international organization which is independent of governments and
international governmental organizations and are actively fighting for a social or political
cause. NGOs can be active in humanitarian, educational, health care, public policy, social,
human rights, environmental or other areas. Work of an NGO can be oriented on an educational
issue; these NGOs are contributing to the Sustainable Development Goal 4: Education.
Roles of NGOs in education are:
• Provision of educational access to students without access to public/government
education: Everybody is given the same education in every education system, no matter
the race, gender, social status, and physical or mental disability. NGOs try to support
24
children who are denied this universal access and tries to provide them with education
they need.
• Advocacy for government to provide access to education for all: advocacy is an
activity that aims to influence decisions within political, economic, and social systems.
They can include many methods that NGOs usually undertake for example media
campaigns, public speaking, conducting and publishing research etc. NGOs can act as
implementers, catalysts, and partners. As implementers they provide goods and services
to people in need. As catalysts that they try to drive a change by inspiring the
community. And as partners they work closely with other organization in order to get
the most effective results. Some NGOs act primarily as lobbyists, others develop
programs and activities.
• Provision of non-formal education: What NGOs try to support is also non-formal
education and small and rural schools. Non-formal education is crucial in gaining extra
skills and knowledge. Such programs don’t have a classical curriculum, syllabus or
grading system as formal classes; they don’t even take place in schools. But they do
show some level of organization framework. They usually take place at some
community settings such as the swimming pool, reading groups, sport clubs or music
groups.
• Provision of support for small and rural schools: it is known that many schools have
no electricity or water, which can eventually lead to their closing. Other challenges they
face is recruiting and retaining teachers, transportation of the children to schools and
supplying schools with needed materials and other supplies. NGOs are very important
because of their work and what individuals can do is get motivated by them and every
other group or individuals that are making a stand for a good cause.
25
2.5 CHALLENGES FACING TEACHING AND LEARNING OF BIOLOGY IN
SCHOOLS
The challenges facing teaching and learning of Biology in Schools is considered under three
broad categories as enunciated below:
a. Resources and Infrastructure
b. Teachers
c. Curriculum and Pedagogy
2.5.1 Challenges emanating from Resources and Infrastructure
• Insufficient Teaching Resources: Teaching resources like practical workbooks,
textbooks and other instructional materials are well required for effective teaching and
learning of Biology. The textbook, practical workbooks and other instructional
materials are not always available in schools.
• Lack of Well-equipped laboratory: As earlier pointed out, Biology is taught in both
theory and practical. The practical aspect of Biology is taught in the Biology
laboratory. A well-equipped laboratory is a sine-qua-non in effective teaching of
biology. A well-equipped laboratory is one which has sufficient laboratory facilities
which are in a serviceable state, and also has adequate supply of chemical reagents and
equipment for experiments. The equipment must also not be in a state of disrepair. All
these are mostly non-existent.
• Non-conducive classroom environment: The environment for the teaching of
Biology, like any other STEM subject, must be conducive with proper ventilation, good
furniture, well-lit, etc. but may schools lack this. Students mostly learn under harsh
conditions in heat, without good boards, no furniture or damaged furniture, etc. Also,
most schools have an unfavourable teacher to student ratio. When the class is thus too
26
large, it is obvious that some students will not be able to understand what is being taught
especially where there is no public address system in the classroom.
• Lack of laboratory Support staff: In any laboratory environment, the teacher is not
supposed to teach alone. The teacher needs support staff when practical is being done
so that students can be thoroughly guided through the procedure being taught with
errors corrected on-the-spot. This is basically absent and hampers student
understanding of the subject matter.
• Lack of Internet Access: It is no gainsaying the face that Information Technology has
impacted so much on the way teaching and learning is being done. Teachers, if they
must be abreast of current developments in their field must have unfettered and
unrestricted access to the information super-highway with access to various online
resources. This allows teachers to learn, un-learn and re-learn a lot from researchers
and scientists generally. Where this is lacking, teachers hand down obsolete knowledge
to their students to the detriment of the latter.
2.5.2 Challenges emanating from Teachers
• Teachers’ lack of subject matter knowledge: when a teacher is assigned the role of
teaching biology because he has science background then students are spell-bound to
be doomed. Where the qualification of the supposed teacher is not thoroughly related
to Biology (such as Microbiology, Biology Education and other allied courses) but such
one is detailed to teach Biology, then the students will have issues learning as content
mastery on the part of the teacher may be outrightly missing.
• Inadequate teachers’ motivation: Motivation of teachers is very important for
effective teaching and learning. This does not always mean and should not be restricted
to pecuniary form of motivation but also other forms of motivation like job satisfaction,
27
etc. When this is not in place, teachers will not be encouraged to put in their best when
teaching.
• Lack of Professional Development: Professional Development is another tool that can
boost the morale of teachers as it allows for on-the-job training in which there is
continuous development. Where teachers depend on the knowledge they acquired in
school only without being abreast of recent developments in the field they teach, then
students are bound to be taught irrelevancies and outdated contents. This is because
science keeps evolving.
2.5.3 Challenges emanating from Curriculum and Pedagogy
• Overloaded Curriculum: When the content of the curriculum is too much, then
students will have problem with learning as they will lose the ability to fully grasp what
is taught or possibly forget too soon things they have been taught.
• Poor Teaching skills: Where the teacher has poor teaching skills, then imparting
knowledge to students becomes a herculean task with the attendant effect on students.
• Poor Students’ attitude to Biology: When students have poor attitude to Biology
learning, then they are already on the way to failure. Many consider Biology as a
burden being forced on them. This attitude cannot help the students and therefore
hampers good performance.
• Students’ poor communication skills: As Biology is generally taught in English
language, it is obvious that students who have poor communication skills (listening,
writing and reading) will have problems learning Biology. With this, academic
performance in the subject will be at its lowest ebb.
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CHAPTER THREE
3.0 RESEARCH METHODOLOGY
This chapter describes the procedures the researcher will use in carrying out the research work.
These include the research design, sample and sampling technique, method of data collection,
techniques of data analysis and problems encountered.
3.1 RESEARCH DESIGN
The design adopted for this research is survey and correlational design. The survey research
design is the use of a survey, administered either in written form or orally, to quantify, describe
or characterize an individual or a group. A survey is a series of questions or statements, called
items, used in a questionnaire or an interview to measure the self-reports or responses of
respondents. It collected data that were already on ground.
3.2 SAMPLE AND SAMPLING TECHNIQUE
The population for the study was made of current Biology students in senior secondary SS 2
and 3 in four selected Schools in Odeda Local Government and their Biology Teachers. The
results of the students for 2017/2018 Academic year was considered. All students and teachers
in the selected schools were considered in this research work.
Questionnaire instrument developed by the researcher was used for the collection of Teachers’
data. Questionnaire items were constructed to afford answer to the research questions
formulated to guide the study. The personal, qualification, skill and years of experience
questions on the questionnaire seek to address the various research questions. On the other
hand, the sessional result of the students taught by these teachers are considered to juxtapose
the relationship between the qualification, skill and year of experience of teachers and student
performance.
29
Sampling Frame: The sampling frame of this study comprised four Secondary Schools.
Sampling Procedure: A multi-stage sampling procedure according to Yaya, et al (2015) was
modified and adopted to select respondents for this study.
Stage 1: The first stage involved purposive selection of four secondary schools. The schools
are Salawu Abiola Comprehensive High School, Nawair-ud-deen Secondary School, Muslim
High School and Egba-Odeda High School.
Stage 2: From each of the schools selected, students were randomly selected from Senior
Secondary Schools 2 and 3 alongside the teachers that taught them in their previous classes,
that is, Senior Secondary Schools 1 and 2 respectively.
Sample Size: The sample size is 8 teachers and 461 students.
3.3 METHOD OF DATA COLLECTION
The selected schools were approached personally by the Researcher and questionnaires were
administered on the Biology Teachers on the spot. The researcher was therefore on ground to
explain all forms of ambiguity that may serve as a problem to the respondents. The researcher
also recorded the results of the students with the permission of the School Authorities. The
sets of data collected and information from records were assembled and subjected to statistical
analysis.
3.4 TECHNIQUES OF DATA ANALYSIS
The data analysis was achieved using Statistical Package for Social Sciences (SPSS, 20). The
use of descriptive statistics was employed and this includes Frequency Tables, Percentages and
counts. Inferential statistic T-test was used to test the hypotheses.
30
Variables: The are two variables in the research viz Grouping (Independent) and Test
(Dependent) variables. The Grouping variables includes the teacher factors (Qualification,
Professionalism and Specialization) while student results constitute the test variable.
3.5 PROBLEMS ENCOUNTERED
Schools were approached for data when 1st term unified examinations were being prepared for
or ongoing. This resulted in slow pace of data collection as much time than required was spent
in some, but not all, schools visited.
31
CHAPTER FOUR
4.0 RESULTS AND DISCUSSIONS
4.1 INTRODUCTION
This chapter deals with analysis of data and presentation of results obtained. Research
questions were analyzed using the descriptive statistics - frequency count. The research
hypotheses data were tested using cross-tabulation.
4.2 PRESENTATION OF DATA
The personal data of the respondents are presented in Tables 4.1a and 4.1b below.
Table 4.1a: Demographic Data on Teachers’ Age

Age Group Frequency Percent Valid Cumulative
Percent Percent
31-40 5 62.5 62.5 62.5
41-50 3 37.5 37.5 100.0
Total 8 100.0 100.0
Source: Field Data, 2019
From Table 4.1a above, it can be seen that Five (5) out of the Eight (8) teachers who completed
the questionnaire are aged between 31 and 40 years representing 62.5% of the total respondents
while three (3) representing 37.5% are aged between 41 and 50 years.
Table 4.1b: Demographic Data on Teachers’ Gender

Gender Frequency Percent Valid Cumulative
Percent Percent
Female 8 100.0 100.0 100.0
Table 4.1b above, it was observed that all 8 respondents are female teachers representing 100%
of respondents.
32
Tables 4.2a-c below details information about the educational and professional qualifications
of the respondents. While Tables 4.2a and 4.2b shows the educational qualification, Table 4.2c
shows the professional qualification.
Table 4.2a: Teachers’ Educational Qualification

Educational Qualification Frequency Percent Valid Cumulative
Percent Percent
HND 1 12.5 12.5 12.5
BACHELOR'S DEG. 5 62.5 62.5 75.0
PGDE/PDE 1 12.5 12.5 87.5
MASTERS DEG. 1 12.5 12.5 100.0
Total 8 100.0 100.0
Table 4.2a above shows that 1 respondent representing 12.5% has Higher National Diploma
(HND) as the highest qualification, 5 respondents representing 62.5% have Bachelor’s degree,
1 respondent representing 12.5% has a Post Graduate Diploma in Education (PGDE) in
addition to HND while 1 respondent representing 12.5% also has Master’s Degree.
Table 4.2b: Possession of Education Degree

Education Frequency Percent Valid Cumulative
Degree Percent Percent
Yes 6 75.0 75.0 75.0
No 2 25.0 25.0 100.0
Total 8 100.0 100.0
Table 4.2b above shows that 6 respondents representing 75% have a degree in education while
2 respondents representing 25% have no degree in education.
33
Table 4.2c: Registration with the Teachers’ Registration Council of Nigeria (TRCN)
Registered Frequency Percent Valid Cumulative

with TRCN? Percent Percent
Yes 7 87.5 87.5 87.5
No 1 12.5 12.5 100.0
Total 8 100.0 100.0
Table 4.2c above shows that 7 out the respondents representing 87.5% are professional teachers
by virtue of their registration with the TRCN while 1 respondent representing 12.5% is not a
professional teacher.
Tables 4.3a and b below depicts the teaching experience and area of specialization of the
teachers respectively.
Table 4.3a: Teaching Experience

How long have you Frequency Percent Valid Cumulative
been teaching Percent Percent
Biology?
10-19 YRS 8 100.0 100.0 100.0
From the questionnaire, there are four groups of teaching experience – less than 10 years, 10-
19 years, 20-29 years, 30 years or more. From table 4.3a above, all 8 respondents representing
100% have been teaching Biology for period between 10 and 19 years. This also implies that
they are very experienced in the field.
Table 4.3b: Area of Specialization

Area of Specialization Frequency Percent Valid Cumulative
Percent Percent
BIOLOGY OR RELATED 7 87.5 87.5 87.5
OTHER SCIENCE 1 12.5 12.5 100.0
Total 8 100.0 100.0
34
From Table 4.3b above, 7 respondents representing 87.5% of respondents have a degree in
Biology or Biology related field while 1 respondent representing 12.5% of respondents is a
specialist in other science field but taught Biology.
4.3 RESEARCH FINDINGS
Research Hypothesis
The research seeks to test the following hypothesis:
Hypothesis 1: There is no significant difference in the performance of secondary school
Biology students taught by qualified teachers and those taught by unqualified teachers.
From the questionnaire, education degree is used to determine whether a teacher is qualified or
not.
Table 4.4 below shows that the mean performance of students taught by qualified teachers
(53.32) was higher than those of students taught by unqualified teachers (51.88) with a mean
difference of 1.44. The analysis of the t-test carried out revealed that the p-value (0.349) is
greater than the α (significance level @ 0.05). The implication of this is that there is no
significant difference in the performance of students taught of secondary school Biology
students taught by qualified and unqualified teachers and as such, the hypothesis is accepted.
Table 4.4 T-Test showing performance of students taught by Qualified and
Unqualified Teachers
Education N Mean Std. Std. t df Sig (2- α

Degree Deviation Error tailed)
Qualified 367 53.32 12.987 0.678
0.937 459 0.349 0.05
Unqualified 94 51.88 14.165 1.461
35
Biology students taught by professional and non-professional teachers.
From the questionnaire, registration with the Teachers’ Registration Council of Nigeria
(TRCN) is the basis of determination of professionalism of a teacher.
Table 4.5 below shows that the mean performance of students taught by professional teachers
(53.32) was higher than those of students taught by non-professional teachers (51.88) with a
mean difference of 1.44. The analysis of the t-test carried out revealed that the p-value (0.349)
is greater than the α (significance level @ 0.05). The implication of this is that there is no
significant difference in the performance of secondary school Biology students taught by
professional and non-professional teachers and as such, the hypothesis is accepted.
Table 4.5 T-Test showing performance of students taught by Professional and Non-
Professional Teachers
TRCN N Mean Std. Std. t df Sig (2- α

Registration Deviation Error tailed)
Professional 367 53.32 12.987 0.678
Non- 94 51.88 14.165 1.461 0.937 459 0.349 0.05
Professional
Biology students taught by specialists and those taught by non-specialists.
From the questionnaire, area of specialization is used to determine the specialization of a
teacher.
Table 4.6 below shows that the mean performance of students taught by teachers who have
biology or related background (53.60) was higher than those of students taught teachers with
other science background (52.33) with a mean difference of 1.27. The analysis of the t-test
carried out revealed that the p-value (0.309) is greater than the α (significance level @ 0.05).
36
The implication of this is that there is no significant difference in the performance of secondary
school Biology students taught by teachers with biology or related background and those taught
by teachers with background in other science fields. As such, the hypothesis is accepted.
Table 4.6 T-Test showing performance of students taught by Specialist and Non-
Specialist Teachers
Area of N Mean Std. Std. t df Sig (2- α

Specialization Deviation Error tailed)
Biology or 252 53.60 12.534 0.790
Related 1.018 459 0.309 0.05
Other Science 209 52.33 14.028 0.970
37
CHAPTER FIVE
5.0 SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 INTRODUCTION
It is the hope of this researcher that conclusions, recommendations as well as the suggestions
made in this study will be implemented by authorities concerned.
5.2 SUMMARY OF FINDINGS
The study examined the effect of the qualification of Biology Teachers on the academic
performance of students and in doing this, five objectives were formulated:
• To ascertain the availability of qualified Biology teachers in Secondary Schools
• To ascertain the level of qualification of teachers teaching Biology in Secondary
Schools
• To confirm whether teachers’ qualifications results in better performances of students
in Biology
• To establish the differences between students taught by qualified teachers and those
that are taught by unqualified teachers.
• To suggest ways of further improvement.
Three research hypotheses were formulated and tested. Four Senior Secondary Schools were
selected within the study area with SS1 students for 2018/2019 Academic session being the
main target alongside their Biology teachers. As such, the sessional result of 461 students were
considered while 8 teachers in all were selected. The performances of the students could also
be compared because all Secondary Schools in Ogun State write Unified Examinations. That
means all students whose results were considered sat for the same examination. Eight (8) item
questionnaire was administered on teachers and were analyzed using descriptive statistics.
38
Relationships between teacher factors and student results were determined using t-test and the
following findings were revealed:
i. There is no significant difference between the performance of Secondary School
Biology students taught by qualified and unqualified teachers. Qualified teachers
are those who have a degree in Education.
ii. There is no significant difference in the performance of Secondary School Biology
students taught by professional and non-professional teachers. Professional
teachers are those registered with the Teachers’ Registration Council of Nigeria.
iii. There is no significant difference in the performance of Secondary School Biology
students taught by teachers with specialization in Biology or related field and those
with specialization in other science fields.
5.3 CONCLUSION
The result of this study indicated that all three hypotheses were accepted and this led to the
following conclusions:
i. That a teacher has a degree in Education or not does not have an effect on the
performance of the students being taught by him or her.
ii. Professional of teachers does not affect the performance of students.
iii. Specialization may not necessarily result in better academic performance of
students.
From all the conclusion drawn above, it is obvious that there are other factors other than those
tested for that determine the performance of students of Biology. Such other factors can include
learning environment, availability of learning resources, teacher’s on-the-job training, career
growth of teachers, teachers’ job satisfaction, years of teaching experience of the teacher on
the subject, student academic and social background, inter alia.
39
5.4 RECOMMENDATIONS
Based on the preceding conclusions, the following recommendations are made:
i. Learning environment should be made conducive for both teachers and students.
ii. Learning resources should be easily accessible. Government should do more in
funding education and provide adequate modern infrastructure to support teaching
and learning. This will go a long way in enhancing students’ ability to learn. The
provision of internet access, good laboratories with chemical reagents and models
are equally important as almost all the schools visited had no good laboratories
iii. Teachers should be sponsored for on-the-job training to help them keep abreast of
new teaching strategies and pedagogical improvements.
iv. The career growth of teachers must be taken seriously. The longer a teaches a
subject, the more likely the performance of the students improves. This is basically
because mastery of curriculum contents becomes easier with long teaching
experience.
v. Non-Governmental Organizations should also not leave it all to the government.
They should do their best to help the education sector grow to an enviable height.
40
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APPENDIX
QUESTIONNAIRE FOR TEACHERS ON EFFECTS OF QUALIFICATION OF

BIOLOGY TEACHERS ON THE ACADEMIC PERFORMANCE OF SENIOR
SECONDARY SCHOOL STUDENTS IN SOME PUBLIC SECONDARY SCHOOLS
IN ODEDA LOCAL GOVERNMENT AREA OF OGUN STATE
FEDERAL COLLEGE OF EDUCATION, ABEOKUTA
The questionnaire is on effects of qualification of Biology Teachers on the Academic
Performance of Senior Secondary School Students in some public secondary schools in Odeda
Local Government Area of Ogun State.
Every information given shall be treated and used for research purpose(s) only.
INSTRUCTION: Please tick [ X ] the appropriate box.

SECTION A: PERSONAL DATA
1. Please indicate your age group:
a. 21-30 [ ] b. 31-40 [ ] c. 41-50 [ ] d. 51-60 [ ]
2. Gender: Male [ ] Female [ ]
SECTION B: QUALIFICATIONS (EDUCATIONAL AND PROFESSIONAL)

1. What is your level of education?
a. NCE & OND [ ] b. HND [ ] c. Bachelor’s Degree [ ]
d. Diploma (Post Graduate/Professional) [ ] e. Masters’ Degree [ ]
f. Doctorate Degree [ ]
2. Do you have a degree in Education? Yes [ ] No [ ]
3. Are you registered with the Teachers’ Registration Council of Nigeria [TRCN]?
a. Yes [ ] b. No [ ]
SECTION C: TEACHING EXPERIENCE

1. How long have you been teaching Biology? a. < 10 yrs [ ] b. 10-19 yrs [ ]
c. 20-29 yrs [ ] d. 30 yrs or more [ ]
2. How long have you taught Biology in this School?
a. < 3 yrs [ ] b. 3-5 yrs [ ] c. >5yrs [ ]
3. What is your area of specialization?
a. Biology or related field [ ] b. Other Science fields [ ] c. None of the above [ ]
47

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THE EFFECT OF QUALIFICATION OF BIOLOGY TEACHERS ON THE

ACADEMIC PERFORMANCE OF SENIOR SECONDARY SCHOOL

OGUNSOLA, VICTORIA OLUWASAYO

BEING A PROJECT SUBMITTED TO THE CENTRE FOR SANDWICH AND PRE-

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF

of information are clearly acknowledged by means of references.

contribution to scientific knowledge and literary presentation.

end in sight but alas, it has now become a history.

Rhoda Ogunsola). You have all been wonderful.

God bless you all abundantly. Amen.

APPROVAL PAGE iii

TABLE OF CONTENTS vii

1.1 BACKGROUND OF THE STUDY 1

2.0 LITERATURE REVIEW 5

2.1 CONCEPTUAL FRAMEWORK 5

2.1.1 Meaning of Biology 5

2.1.2 Concept of Teachers’ Qualification 6

2.1.3 Concept of Teacher Effectiveness 14

2.1.4 Concept of Academic Achievement 17

2.2 ASPECTS OF BIOLOGY 19

2.2.1 Practical Biology 19

2.2.2 Biology Theory 20

2.3 EFFECTS OF TEACHERS’ QUALIFICATION ON STUDENT ACADEMIC

2.4 ROLES OF GOVERNMENT AND NON-GOVERNMENTAL ORGANISATIONS IN

2.4.1 Roles of Government 23

2.4.2 Role of Non-Governmental Organisations 24

2.5.1 Challenges emanating from Resources and Infrastructure 26

2.5.2 Challenges emanating from Teachers 27

2.5.3 Challenges emanating from Curriculum and Pedagogy 28

3.0 RESEARCH METHODOLOGY 29

3.1 RESEARCH DESIGN 29

3.2 SAMPLE AND SAMPLING TECHNIQUE 29

3.3 METHOD OF DATA COLLECTION 30

3.4 TECHNIQUES OF DATA ANALYSIS 30

3.5 PROBLEMS ENCOUNTERED 31

4.0 RESULTS AND DISCUSSIONS 32

4.2 PRESENTATION OF DATA 32

4.3 RESEARCH FINDINGS 35

5.0 SUMMARY, CONCLUSION AND RECOMMENDATIONS 38

5.2 SUMMARY OF FINDINGS 38

Table 4.1a: Demographic Data on Teachers’ Age

Table 4.1b: Demographic Data on Teachers’ Gender

Table 4.2a: Teachers’ Educational Qualification

Table 4.2b: Possession of Education Degree

Table 4.3a: Teaching Experience

Table 4.3b: Area of Specialization

1.1 BACKGROUND OF THE STUDY

of students at the tertiary level.

1.2 STATEMENT OF PROBLEM

academic performance of Biology students in Odeda Local Government.

1.3 OBJECTIVES OF THE STUDY

• To ascertain the availability of qualified Biology teachers in Secondary Schools

• To ascertain the level of qualification of teachers teaching Biology in Secondary

• To confirm whether teachers’ qualifications results in better performances of students

that are taught by unqualified teachers.

• To suggest ways of further improvement.

taught by qualified teachers and those taught by unqualified teachers.

taught by professional and non-professional teachers.

taught by specialists and those taught by non-specialists.

student’s academic performance in Biology in Senior Secondary Schools in Odeda Local

across the Local Government.

Government (through Ministries and Supervising agencies), etc.

1.6 SCOPE OF THE STUDY