IMPLICATION OF  TEACHERS’ QUALIFICATION AND SCHOOL ENVIRONMENT ON STUDENTS ACADEMIC ACHIEVEMENT IN BASIC SCIENCE

CHAPTER ONE

INTRODUCTION

1.1  BACKGROUND TO THE STUDY

The Nigerian Education Reform Agenda resulted in a shift in integrated science, both in substance and terminology. The scope of the subject was expanded, and the term was changed from integrated science to fundamental science. Oka (2015) and Nwafor (2012) discovered that fundamental science, technically known as integrated science, is a topic taught at the Junior Secondary school level in both public and private institutions. Basic Science is a senior high school course that introduces students to the study of the sciences. According to UNESCO (1973) and Omiko (2005), integrated science (Basic Science) is a science in which concepts and principles are offered in order to convey the fundamental unit of scientific education while avoiding premature or unnecessary emphasis on the distinction between other scientific domains. In Omiko (2005), Ukpabi (1985) described Basic Science as a science in its undifferentiated form that emphasizes science's essential oneness. In the Junior Secondary school, basic science comprises the study of elemental biology, anatomy, earth/solar system, ecology, genetics, chemistry, and physics as a single scientific curriculum. It provides the fundamental scientific training essential for human survival, sustainable growth, and societal transformation. Basic science studies also include the integration of previously distinct scientific courses in order for students to have a more realistic knowledge of science. The alarming prevalence of poor performance in science disciplines, combined with the country's low educational level, are two of the key reasons why most students avoid studying science. Students' performance and involvement in higher science disciplines such as physics, chemistry, and biology have suffered as a result of this unfavorable attitude. All of the difficulties stated above have been definitively attributed to fundamental science and its education.

Furthermore, as compared to other factors of academic achievement, parents, teachers, and administrators consistently emphasize the crucial role that instructors play in the development of students' academic success. Teachers play a significant effect on academic performance when compared to other factors. Riovkin, Hanushek, and Kain (2018) believe that the impact of teacher quality on student achievement is many times greater than that of any other commonly observed variable, such as students' family backgrounds, good classroom conditions, and so on. Despite the fact that teacher quality varies greatly between countries and, particularly, states. While highlighting the importance of teacher quality in curriculum implementation, the National Policy on Education (Federal Republic of Nigeria, Revised 2013) also said that no country's educational system can surpass the quality of its teachers in any particular country or location.

Many reasons have been recognized as contributing to pupils' underachievement in Nigerian schools, according to these. Experts from several sectors were present at a recent conference hosted by the Scientific Teachers Association of Nigeria (STAN 1996) to explore the challenges of low success in all science courses, including Basic/Integrated Science. There were other causes cited for Nigerian students' low performance, but this study focused on two (2) key issues. Lack of skilled instructors and the school atmosphere are two of them. Both characteristics appear to have an impact on students' academic achievement in Basic/Integrated Science in Nigerian schools, particularly government (public) institutions.

Previous study by several experts has found that some schools in Nigeria still have a large proportion of incompetent instructors in the system (Oyeniyan, 2021). As a result, the grade and quality of education available in Nigeria today speaks volumes about the standard and quality of teachers. For Nigerians to generate great goods for societal development through schools, teachers must be of exceptional quality and professionalism. Teacher quality, according to Ingersoll (2016), is a measure of a teacher's credentials, teaching techniques, certification, experience, and teaching preparations. Quality teachers employ the following teaching approaches, experiences, assignments, and resources to ensure that students attain a wide variety of cognitive objectives: We must ensure that our children are well-prepared and highly skilled instructors in order to ensure that they fulfill the high standards necessary for them to live full lives and become productive students. Topic knowledge, pedagogical competence, teaching qualifications, and oral communication skills are all components of teacher certification. Shulman (2017) identified seven (7) areas of professional knowledge for quality teaching: academic subject, knowledge of teaching strategies, knowledge of student characteristics and cultural background, knowledge of curriculum materials and programs, knowledge of teaching environment, subject specific knowledge of teaching strategies, and knowledge of teaching goals and purposes.

On the other hand, the school atmosphere has a significant impact on Basic Science students' academic achievement in Nigerian government institutions. A safe building, playgrounds, decent sanitation, appropriate laboratories, well-stocked library, and a pleasant scenery are all part of the school environment. A healthy atmosphere in Nigeria today is far from ideal. The health of the school population and education are interconnected in terms of performance. According to Nzeribe (2020), a school child cannot gain from their education if they are not healthy. As a result, the school environment cannot be separated from the child's education in terms of school performance. The concern here is whether the infrastructure in our secondary schools is enough to allow Basic Science teaching and learning. To address this issue, three significant characteristics spring to mind: the school atmosphere, classroom size, library, and, most crucially, science laboratories for all sciences, including Basic/Integrated Science, practical practice. If these aforementioned components are lacking in schools, the educational growth of children, particularly scientific understanding in science-oriented children, will be jeopardized.

1.2   STATEMENT OF THE PROBLEM

In recent years, it has been observed by various educational researchers in their work, that the on-job Basic Science teachers are lacking in pedagogical content, scientific skills, experience and so on. This is a major setback on the students’ scientific skill development because without an experienced science teacher, the students would not be able to meet up with the criteria of becoming scientifically literate at that level. More pitiably as observed by Patrick (2021) is that the school environment  can affect student achievement in Basic Science in the presence of overcrowded classrooms, lack or inadequate science laboratories, lack or inadequate school library which are major inhibiting factor in teaching-learning processes in Nigerian schools. He added that a child cannot learn effectively in an overcrowded class because it is not so conducive enough. Also when there is no or ill-equipped science laboratory in the school, science students cannot conduct experiments as well as developing scientific skills as well  a school library that is lacking in required textbooks for studies cannot be of any use to students because it does not encourage reading interests and research usage.  Okolie, Elom andInyiagu (2014), observed that poor performance of students in basic science has been so high in many Nigerian public schools in the recent years due to the unavailability of qualified basic science teachers. If thisis not checkmated, our Science and Technology related subject graduates from the post-primary schools may not be employable and those who may further in their University Education may experience difficulties because of their background. Consequently, our educational system will not attain its objective of producing qualified and competent product in science education.Therefore against this backdrop that this study seeks to examine the impact of teachers’ qualification and school environment on students performance in basic science.

1.3   OBJECTIVES  OF THE  STUDY

The  broad objective of this study  is to examine the implication of teachers’ qualification and school environment on students performance in basic science. Other specific objectives includes:

i.          To examine whether teachers  pedagogical competence  and  scientific skills influences student academic performance in basic sciences.

ii.        To investigate whether teachers certification and and teaching experience impact on student academic performance in basic sciences.

iii.      To ascertain if overcrowded class room and inadequate school facilities affect teaching-learning process of Basic science in secondary schools.

iv.      To determine whether ill-equipped laboratory and school library hinders effective teaching and learning of basic science in secondary school.

1.4   RESEARCH QUESTIONS

The research questions that guides the  study are:

i.          Does teachers  pedagogical competence  and  scientific skills influences student academic performance in basic sciences?

ii.        Does teachers certification and and teaching experience impact on student academic performance in basic sciences?

iii.      Does overcrowded class room and inadequate school facilities affect teaching-learning process of Basic science in secondary schools?

iv.      Does ill-equipped laboratory and school library hinders effective teaching and learning of basic science in secondary school?

1.5   SIGNIFICANCE OF THE STUDY

Findings of the study will be significant to The Government (Ministry of Education), teachers, student and researchers. To the government this study will also set out to inform the Ministry of Education of the effect of teachers’ qualification and school environment on the academic achievement of tomorrow’s leaders so that in-service training and  other educational programmes for teachers can be organized from time-to-time to counter this deficiency, also to try to provide the required adequate school environment for teaching-learning activities. For students this study will be of immense benefits to the students of the school because it will improve their performances and develop them scientifically through the availability of science laboratory, well-ventilated classrooms and school library coupled with qualified teachers. For teachers, this study will be help the on-job Basic/Integrated Science teachers to be professionally inclined in their fields by attending seminars and workshop practices in enhancing their knowledge in the subject matter and know the appropriate teaching methods, instructional aids e.t.c to be administered during classrooms interactions.

1.6  SCOPE  OF THE STUDY

The scope of this study focused on Basic/Integrated Science teachers’ qualification and school environment in ways to improve their effectiveness for development of teaching and learning activities in the school. The study is however delimited to selected junior secondary schools in Ughelli South Local government area in Delta State.

1.7 LIMITATION OF THE STUDY

Like in every human endeavour, the researchers encountered slight constraints while carrying out the study. The significant constraint was the scanty literature on the subject owing that it is a new discourse thus the researcher incurred more financial expenses and much time was required in sourcing for the relevant materials, literature, or information and in the process of data collection, which is why the researcher resorted to a limited choice of sample size covering only selected  junior secondary schools in Ughelli South Local government area in Delta State. Thus findings of this study cannot be used for generalization for junior secondary school in other  States within Nigeria. Additionally, the researcher will simultaneously engage in this study with other academic work will impede maximum devotion to the research. Howbeit, despite the constraint  encountered during the  research,  all factors were downplayed in other to give the best and make the research successful.

1.8 DEFINITION OF CONCEPTS

Subject matter knowledge: It refers to the extent to which the teacher exhibits and demonstrates a comprehension of purpose and ideas within the discipline.

Pedagogical Knowledge: In this work, it is used as teacher knowledge of subject matter (content) and general knowledge of the instructional methods or teaching methods in which teacher use to effect learning in classroom.

Experienced Teachers: Trained instructors who must have practiced in the field for at least five (5) years after graduation.

Qualified Teacher:- One who has  acquired professional competence as a teacher in any University or College of Education or obtained bachelor degree in education or Nigeria certificate of Education in integrated science, physics, chemistry or biology .