Influence of Teachers’ Qualifications On Junior Secondary School Students’ Performance in Mathematics and Basic Basic Science in Kaduna State, Nigeria (Published)
This study examined the influence of teachers’ qualifications on junior Secondary School students’ performance in Mathematics in Zaria metropolis of Kaduna State, Nigeria. The study employed ex-post facto research design. Multi-stage random sampling technique was applied to select twelve government junior Secondary Schools from the 23 government junior Secondary Schools in the area. The sample included twenty-four teachers and one thousand, six hundred and ten (1,610) students. Data gathered were the scores of students from the general MOCK examinations which was the pre terminal junior Secondary School external examination. The data was analysed using descriptive statistics i.e. mean and standard deviation to answer the four research questions raised. The findings were that 1. teachers’ qualifications have major influence on students’ performance in Mathematics.2. teachers’ qualifications have major influence on students’ performance in Basic Science 3. there is little or no difference in the influence of teachers’ qualifications on male and female performance in Mathematics & 4. there is little or no difference in the influence of teachers’ qualifications on male and female performance in Basic Science. The study recommended among others that appropriate education authorities and stakeholders should ensure that qualified teachers with relevant qualifications only are those allowed to teach each subject and that teachers with lower qualifications should be made to further their education to obtain higher qualifications for higher teaching skills.
Citation: Jekayinfa, Olatunji James; Salami, Olajumoke Olayemi; Olu-Ajayi Funmilayo Elizabeth; Owonuwa, Seun (2022) Influence of Teachers’ Qualifications On Junior Secondary School Students’ Performance In Mathematics And Basic Basic Science In Kaduna State, Nigeria, British Journal of Education, Vol.10., Issue 8, pp. 31-44
Keywords: Basic Science, Education, Mathematics, Students performance, teacher’s qualification
Comparative Analysis of Secondary School Students’ Performance in Science Subjects in Ekiti State, Nigeria (Published)
Citation: Oludare Jethro Olojo, Ibukun Omolara Akinwumi and Samuel Oluwaseyi Olofin (2022) Comparative Analysis of Secondary School Students’ Performance in Science Subjects in Ekiti State, Nigeria, British Journal of Education, Vol.10, Issue 3, pp. 73-84
Abstract: The purpose of this study was to compare secondary school students’ scientific performance in Ekiti State, Nigeria. To accomplish this, the researcher used an ex-post facto research method. The results of students who sat the West African Senior School Certificate Examinations (WASSCE) in all 141 secondary schools in Ekiti State from 2015 to 2019 were used by the researcher. Science students who sat for WASSCE in all of Ekiti State’s public secondary schools between 2015 and 2019 made up the study’s sample. As a result, data from the May/June 2014/2015, 2015/2016, 2016/2017, 2017/2018, and 2018/2019 Senior Secondary School Certificate Examinations were used in the study. In total, the study was guided by four research questions and one hypothesis. The research questions were examined using descriptive statistics such as frequency counts, percentages, mean, standard deviation, and graphs, while the hypothesis was validated using Analysis of Variance (ANOVA) at a significance threshold of 0.05 using the SPSS version 20 package. According to the findings of the study, students’ performance in Chemistry was better than their performance in Physics and Biology across the five years analyzed. Students’ performance in Biology, Physics, and Chemistry does not follow a predictable pattern, according to the findings of this study. According to the findings, students performed best in Chemistry, followed by Physics, and least well in Biology. As a result of the study’s findings, it was suggested that the government provide enough and up-to-date laboratory equipment for schools, and that parents and other education stakeholders assist governments by contributing their own quota to school growth.
Keywords: Comparative Analysis, Secondary Schools, Students performance, science subjects
SECONDARY SCHOOL TEACHERS’ PERCEPTION ON SOME DETERMINANTS OF STUDENTS’ PERFORMANCE IN SOCIAL STUDIES (Published)
The focus of this study was on secondary school teachers’ perception on some determinants of students’performance in Social studies. Three research questions and two null hypotheses were formulated by the researchers that guided the study. The design of this study was descriptive survey research design aimed at eliciting information from the respondents on factors that determine students performance in secondary schools and the population of the study comprised 115 secondary school teachers teach Social studies in Abakaliki education zone. The instrument used for data collection was questionnaire and data were analzed using mean and standard deviation for all reseach questions and t-test statistical tool was used for testing the null hypotheses. The findings of the study revealed that government related factors, teachers’ related factors and students’ factors are some determinants of students’ performance in Social studies. The researchers reommended based on the findings that only competent and qualified Social studies teachers should be employ to teach the subject in secondary schools
Keywords: Perception, Secondary School Teachers’, Social Studies, Students performance
TRENDS ANALYSES OF STUDENTS’ MATHEMATICS PERFORMANCE IN WEST AFRICAN SENIOR SECONDARY CERTIFICATE EXAMINATION FROM 2004 TO 2013: IMPLICATION FOR NIGERIA’S VISION 20:2020 (Published)
This study analyzed trends of Students’ mathematics performance in May/June West African Senior Secondary Certificate Examination (WASSCE) in Nasarawa State, Nigeria from 2004 to 2013. The main objectives were to investigate the pattern of students’ performance for ten (10) years (2004 to 2013) in Nasarawa State, and to infer the implication of the observed and predicted mathematics performance on Nigeria’s vision of 20:2020. The study used secondary data. The WASSCE mathematics results of 302, 225 Students who sat for May/June WASSCE from 2004-2013 were collected from the Education Resource Centre, Ministry of Education Lafia and used for the study. The study mainly employed AutoRegressive (AR) time series analysis. The study revealed that: (i) performance pattern was unstable over time, (ii) the observed and predicted performance rates indicated that less than 50% of the candidates passed at credit level over the reviewed period. The study discovered that mathematics performance in Nasarawa State has been persistently poor over the years reviewed similar to what has been reported for the whole nation and could continue from 2014 to 2020 based on the forecast. It further observed that the Nigeria vision 20:2020 might not be realized as planned unless urgent steps are taken to improve performance in mathematics. This is because mathematics serves critical role in the development of human capital in Science, Technology, Engineering and other key sectors of the economy. Based on the findings, the study recommended among others, that policy makers should review the existing mathematics curriculum and enforce its implementation.
Keywords: Autoregressive, Mathematics, Nigeria Vision 20:2020., Students performance, Trends