Effects Of Qualification Of English Teachers On The Performance Of Secondary School Students In External Examinations
(A Case Study Of Selected Schools In Nsukka Lga)
The performance of secondary school students in external examinations is significantly influenced by the qualifications of their English teachers. Research indicates that highly qualified English teachers with advanced degrees and specialized training tend to impart a deeper understanding of language skills and literature to their students. These educators bring a wealth of pedagogical knowledge and teaching strategies into the classroom, enabling them to effectively engage students in language acquisition and critical thinking. Moreover, teachers with advanced qualifications often possess a nuanced understanding of curriculum standards and assessment criteria, allowing them to tailor their instruction to meet the demands of external examinations. Consequently, students taught by well-qualified English teachers are more likely to demonstrate proficiency in language proficiency, reading comprehension, and writing skills, thereby achieving better results in external assessments.
The study was designed to find out if the qualification of the English teachers has direct or indirect bearing on the performance of the students in English language. The topic was built on the assumption, apparently shared by most people especially our educational policy makers, that any fluent speaker or native speaker of English automatically becomes an effective English teacher. Three secondary schools within Nsukka were selected for the study. Questionnaires were distributed to the students, teachers and principals in the selected schools. The responses were analyzed using simple statistical methods. The study found out that teachers’ qualifications do affect students’ performance. Recommendations were made on how to improve on the quality of teachers already in the classroom.
Title page
Approval Page
Certification
Dedication
Acknowledgement
Table of content
List of table
Abstract
CHAPTER ONE:
INTRODUCTION
1.1 Background of the study
1.2 Statement of the problems
1.3 Significance of the study
1.4 Hypothesis
1.5 Objectives of the study
1.6 Operational definition
1.7 Scope and limitation of the study
CHAPTER TWO:
LITERATURE REVIEW
2.1 Academic and professional qualification of English teachers
2.2 The curriculum of qualification of English teacher education
2.3 Instructional methods used by English teachers 16
2.4 Teachers’ attitude
CHAPTER THREE:
METHODOLOGY
3.1 Source of data
3.2 Samples
3.3 Method of data collection
3.4 Procedure of data analysis
3.5 Method of data analysis
CHAPTER FOUR:
DATA ANALYSIS
4.1 Interpretation of students’ response
4.2 Teachers’ qualification and teaching experience 39
4.3 Interpretation of the qualification of teachers’ response to questionnaire
4.4 Analysis of principals response to items in questionnaire
CHAPTER FIVE:
CONCLUSION AND RECOMMENDATION
5.1 Major findings
5.2 Tenability of assumption
5.3 Conclusion
5.4 Recommendations
Bibliographical References
1.1 Background of Study
English as a language plays a number of roles in the socio-economic, political and cultural development of Nigeria society.
The continued slide in the performance of students in the English language in external examinations is a course for great concern not only for the teachers but also for all stake holders in the business of education. This is more worrisome when one considers the fact that English doubles as a medium of instruction in Nigerian schools as well as our linquafranca. The central role of English cannot, therefore, be wished away.
The pattern of failure has, however, shown that the incidence appears to be higher in some schools than it is with other schools. A number of factors have been linked to the courses but more relevant is the issue of qualification of the teachers. This is more important because in the business of teaching and learning, teachers offer only what they have; you cannot offer what you don’t have.
The qualification of teachers involved in teaching and learning has great roles in the performance of students and it is to find out these effects that this study is set out to accomplish.
Chomsky (1972) “states that one can not really teach a language but can only present the conditions in which it will develop spontaneously in the mind in its own ways”
Language is something, which is internalized in the mind of the individual. The question of who should teach English effectively in a second language situation needs especial consideration.
The search for a worth while answer has formed the basis of the topic of this project.
“The effects of the qualification of English teachers on the performance of secondary school students in external examinations, in selected secondary schools, A case study of the selected schools”.
1.2 Statement of the Problems
It is assumed that only those who have professional training in English teaching should teach English language. The English teacher should be the one whose competence and proficiency in all the language skills are in a good measure. But especially in written and conversational English, is not deficient. The English teacher should have a good knowledge of current usage and the theoretical aspects of English.
In Nigeria today, most students in secondary schools and infact even in universities lack the ability to communicate efficiently in English, both oral and written.
Adekunle (1969) “maintains that it is in putting down their ideas on paper in grammatical English that most secondary school and university students have greatest difficulty”. This situation has not changed over the years. This is still the major problem faced by English students today. It is therefore important to find out if the qualification of the English teachers has any effect on the performance of the students in written and spoken English.
1.3 Significance of the Study
This study will serve as a painter to the ministry of education to verify whether the qualification of teachers has any effect on the student performance in senior secondary school certificate examination (SSCE). The finding will also help people who want to conduct such research to serve as reference.
1.4 Hypothesis
i. Teachers’ qualification affects the student’s performance in (SSCE) examination.
ii. Students do not learn properly from the instruction of untrained teachers.
iii. Native speaks and fluent second language speakers are not automatically effective English teachers.
iv. Professional training is necessary for one to be a good teacher.
v. In Nigeria, unqualified teachers can be linked to the general low performances recorded in SSCE English language examination by our students due to poor teaching.
1.5 Objectives of the Study
The purpose of this study is to find out the teachers qualification on students performance in senior secondary school certificate examination (SSCE). The study also tries to assess the validity of the assumption that any fluent speaker of English can teach the subject and attempt to explore ways of English. The learning of English can be enhanced and how to improve on the quality of the English teachers already in the classroom.
The study also tries to analyze;
a. How teacher’s qualification effect the student’s practical demonstration of the language skill since the language cannot really be taught?
b. How important teacher’s are in the language development?
c. Can the general low performance of students be related to teacher’s qualification?
d. Does the untrained teacher encounter move problem than the trained teachers in the language teaching situation?
The above questions are what this researcher is setout to find out solution to.
1.6 Operational Definitions
The terms used in the topic are defined as follows:
Teacher’s qualification, teachers academic and professional qualification in English. The degree of mastery of the English language skills, the teaching techniques and methods used, the teacher’s attitude towards the learners and the ability to identify students needs of each stage of language development, it also covers the degree of preparedness of the English language teachers.
Student’s performance; The student’s practical demonstration of comprehension language skill as specified by the English syllabus.
1.7 Scope and Limitation
The study is limited to the three schools in Nsukka metropolitan council viz St. Theresa’s College Nsukka, urban secondary school Nsukka and Queen’s secondary school Nsukka; All in Nsukka metropolitan council.
The qualification of English teachers can have a significant impact on the performance of secondary school students in external examinations. Here are some of the effects:
- Quality of Instruction: Highly qualified English teachers are more likely to possess a deep understanding of the subject matter, effective teaching strategies, and the ability to convey complex concepts to students. This can lead to better quality instruction, which in turn can improve students’ comprehension and retention of the material.
- Motivation and Engagement: Qualified teachers often have a passion for their subject, and this enthusiasm can be infectious. When students are taught by passionate and knowledgeable teachers, they are more likely to be motivated and engaged in their studies, which can lead to improved performance.
- Effective Assessment: Qualified teachers are better equipped to design and administer assessments that accurately measure students’ knowledge and skills. This ensures that students receive appropriate feedback and guidance to help them improve.
- Adaptation to Diverse Learning Styles: Qualified teachers are typically trained to recognize and address the diverse learning styles and needs of their students. This means they can tailor their instruction to meet individual students’ needs, making learning more accessible and effective.
- Language Proficiency: English teachers with higher qualifications are more likely to have a strong command of the language themselves. This is crucial for teaching students grammar, vocabulary, and communication skills effectively.
- Professional Development: Highly qualified teachers are more likely to engage in ongoing professional development. They stay updated on the latest teaching methods, educational research, and curriculum changes. This continuous improvement benefits students by providing them with up-to-date and effective instruction.
- Confidence and Self-Efficacy: Teachers with advanced qualifications often have higher levels of confidence in their abilities. This confidence can positively impact students’ self-efficacy, as students tend to have more trust in teachers who are knowledgeable and confident in their subject.
- Higher Expectations: Qualified teachers tend to set higher expectations for their students, challenging them to reach their full potential. When students are pushed to excel, they are more likely to perform better in external examinations.
- Improved Communication Skills: English teachers with strong qualifications are better equipped to teach communication skills such as writing, speaking, and listening. These skills are essential for success in external examinations that assess English proficiency.
- Role Models: Highly qualified teachers can serve as role models for their students. When students see their teachers as knowledgeable and successful individuals, they may be inspired to work harder and strive for academic excellence.
It’s important to note that while teacher qualification is a crucial factor, other factors such as the quality of the school, parental involvement, and students’ own effort and motivation also play a significant role in their performance in external examinations. Therefore, a combination of these factors should be considered when assessing student outcomes. Additionally, education policies and investments in teacher training and development can also influence the qualifications and effectiveness of teachers in secondary schools.