ABSTRACT
This study investigates the effects of qualification of social studies teachers on the performance of Secondary School Students in External Examinations Abeokuta North Local Government Area of Ogun State. In order to achieve maximum level of accuracy and give a fair treatment to the problem understudy. The researcher adopted one method of data collection, which is the use of questionnaire. The population from which the sample was drawn for the study of students from the selected schools in Abeokuta North Local Government, the total population used for the research was One Hundred (100) students; the research findings investigated the effects of qualification of Social Studies Teachers on the performance of Secondary School Students in external examinations. It discovered the obvious contributions of qualification and training of Social Studies Teachers to the growth and development of Education process, such that Teacher have exhibited good behaviour and attitude to work. It also discovered the qualification and training of teachers obviously contribute to the growth and development of Education process. Teachers have to show good behaviour and attitude to work. Meaningful and interesting in the lesson.
CHAPTER ONE
1.0 INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Teacher competence and qualities are concepts that are often referred to as frequently applied to different educational context. Whitty (2006) identifies professional competence, which includes knowledge and understanding of children and their learning subject knowledge, curriculum, the education system and the teachers role. Professional competence also necessitates skills such as subject application, classroom methodology, classroom management, assessment and recording and undertaking a wider role. In America, the teaching competencies of under-rectified school teachers were compared to the teaching competencies of regularly certified school teachers. Results indicates that the student’s academic performance of under certified teachers did not perform significantly well when compared with the students academic performance of the certified teachers.
According to the professional standards of teaching profession in Quazon city, the teacher competence was set for the professional guideline, consist of nine areas of competence; language and technology for teachers, curriculum development, and psychology for teachers, educational measurements and evaluation, classroom management, educational research innovation and information technology and leadership. The researchers believe that the nine competencies could generate the competent teachers individually and student having and the achievement of the school goals and objectives. This needs to be done in southern Philippines Agri-business and Marine and Aquatic school of technology (SPAMAST).
Teacher with high competence is one of the most significant factors that manipulate the student learning as well as serving the schools to meet its objectives and missions. The importance of teachers cannot be over stressed. This is because teachers play a number of role specifically, teachers has been referred to be Oyedeji (1998) as an agent of innovation. For meaningful innovations, teachers’ academic qualification is very important. This is because teacher education is a very complex enterprise. The complicity arises as a result f several factors which include determination of what effective teachers are, teachers are expected to fulfill a verity of roles, some common to all teachers, others uniquely related to certain kinds of environments of students or subject matter. Added to this is the fact that teacher education involves the raining of professionals who will educate students in future. Despite the complexity in the field of teacher education, one cannot over emphasize the importance of academic training of teachers of all categories. This is because the efficiency of any institution depends on the academic competence of the teaching staff since no educational system can rise above the quality f its teachers (FGN 1981, P. 38). A number of studies carried out had indicated the need for teacher’s academic qualification in their various teaching subject. Such studies include those of swan and Jones (1971), Rubba (1981), Ivowi (1983, 1984) Skintola (1985). Soyibo (1985), Abimbola (1986) and Otuka (1987), Swan and Jones (1971) finding was that teachers should receive appropriate training in the subject matter area so that their classroom instruction could be above board. Rubba’s (1981) study indicated that teachers have needs according to the science discipline taught Ivowi, Akintola, Soyinbo, Abimbola and Otuka found out misconception is in students which they traced to misconceptions held by their teachers. All the above studies prove that training of prospective teachers in the subject matter areas should not be taken lightly by science educators. Furthermore, Fajemidagba (1986) identified four important variables in teacher education. The variables are teaching behaviour, subject matters learning behaviour and the setting. According to him, the subject matter constitutes pedagogical concepts, generalizations, prescription, theories from relevant field of psychology, philosophy and so on. This prompted Fajemidagba to study the need for the inclusion of geometry in the education of Mathematics teacher in Nigeria universities in 1987. His results revealed that the majority of secondary schools level. Nearly all the study sample agreed that geomentry should be included in the programme for the preservice mathematics teachers. Kinyomi (1982) from his study found out that study sample indicated that they needed improvement in the areas they need improvement in the areas of English composition, African literature, literary Research methods and creative writing to enable them function better in their teaching. Etim1985, carried a similar study on students from the B.A education (English) programme of the secondary schools of Jos. When the teachers asked to indicate the most important skill they gained from their preparatory programme, responses of seventy-five percent of them showed that they gained enough information to be able to teach English at any level of secondary school. Participation in in-service training programme can also improve teacher’s classroom integration pattern. This revelation was made by Igwebul 1985 when we determined the effectiveness of the Associate Certification in Education (ACE Sandwich) training programmes of the Institute of Education, secondary schools of Benin. Too little knowledge about subject matter can be a danger since the teacher may be propagating error. In addition, too much specialized theoretical knowledge could lead teacher to make course content unnecessarily theoretical and impractical. A major concern in teacher knowledge should therefore be directed to practical, everyday examples of phenomena being taught as this is the objective of the 6-3-3-4 system of education in Nigeria. These were the implication from Butzow and Qureshi’s (1978) study “Science Teacher’ competences.
1.2 STATEMENT OF PROBLEM
Too little knowledge about subject matter can be a danger since the teacher may be propagating error. In addition, too much specialized theoretical knowledge could lead teacher to make course content unnecessarily theoretical and impractical. A major concern in teacher’s knowledge should therefore be directed to daily practicals and examples of phenomena being taught in line with the objectives of the 6-3-3-4 system of education in Nigeria. These were the implication from Butzow and Qureshi’s (1978) study “Science Teacher” competences. Efforts to revitalize classrooms, the learning process and the instructional practices of educators are critical factors impacting the educational experiences of secondary science students (Amatea& Clark 2005); initiators &Kunzman 2006, Neel 2007, Sparks (2002).
