CHAPTER ONE
INTRODUCTION
1.1Â Â Â Â Â BACKGROUND TO THE STUDY
The primary impact of education in society is the transmission of information that will integrate individuals and enable them to become more relevant members of society capable of addressing issues. Qualified teachers have been identified as an useful tool for achieving effective teaching. It is important to note that inadequate and bad teaching in Kano State’s schools, as well as throughout Nigeria, has continued to wreak mayhem by crushing the hopes and aspirations of certain pupils, particularly the ambitious. According to the National Policy on Education (2004), the National Certificate of Education is the minimum acceptable certification for teaching (NCE). University graduates in areas other than education who wish to pursue a career in teaching must now receive a Post-graduate Diploma in Education, which replaces the previous minimum of a teachers certificate (Grade II) (PGDE). Due to computer illiteracy, many instructors in Sub-Saharan Africa, especially Nigeria, are unable to use new information technology in their classrooms, and hence must rely on the lecture style of instruction (Haambokoma, 2002). Learners’ low academic performance has been attributed to a lack of exposure to hands-on experiences, particularly in areas such as mathematics, basic science, English, basic technology, and agriculture. According to Adeogun (2001), the quality of any is determined by the quality of its instructors. According to a review of related evidence, teacher quality is the most significant school-based deciding factor of students’ accomplishment (Sass, 2008).
