IMPACT OF TEACHER’S QUALIFICATION AND EXPERIENCE ON

JUNIOR SECONDARY SCHOOL STUDENTS’ BASIC SCIENCE

ACADEMIC PERFORMANCE IN KOGI STATE

BY

OLORUNFEMI ADEWALE SAMUEL

NOU191025148

IN

DEPARTMENT OF INTEGRADTED SCIENCE EDUCATION

FACULTY OF EDUCATION

NATIONAL OPEN UNIVERSITY OF NIGERIA

JANUARY, 2024

1
 TITLE PAGE

IMPACT OF TEACHER’S QUALIFICATION AND EXPERIENCE ON

JUNIOR SECONDARY SCHOOL STUDENTS BASIC SCIENCE
ACADEMIC PERFORMANCE IN KOGI STATE

BY

OLORUNFEMI ADEWALE SAMUEL

NOU191025148

DEPARTMENT OF INTEGRADTED SCIENCE EDUCATION

FACULTY OF EDUCATION

NATIONAL OPEN UNIVERSITY OF NIGERIA

A RESEARCH WORK SUBMITTED TO THE DEPARTMENT OF INTEGRATED

SCIENCE EDUCATION, FACULTY OF EDUCATION, IN PARTIAL
FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD
OF BACHELOR OF SCIENCE. EDUCATION (B.Sc. Ed) IN
INTEGRATED SCIENCE OF NOUN
(LOKOJA STUDY CENTER)

JANUARY, 2024

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 DECLARATION

I, Olorunfemi Adewale Samuel hereby declare that the project work entitled Impact of Teacher’s

Qualification and Experience on Junior Secondary School Students Basic Science Academic

Performance in Kogi State is a record of an original work done by me, as a result of my research

effort carried out in the Faculty of Education, National Open University of Nigeria under the

supervision of Dr. Thomas Aduojo Audu.

________________________________
Student’s Signature & Date

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 CERTIFICATION
This is to certify that this study was carried out by Olorunfemi Adewale Samuel with

Matriculation Number NOU191025148 in the Department of Integrated Science, Faculty of

Education, National Open University of Nigeria, under my supervision.

DR. THOMAS ADUOJO AUDU _________________

Supervisor Sign & Date

_______________________________ _________________
Centre Director Sign & Date

_______________________________ _________________
External Examiner Sign & Date

_______________________________ _________________
Dean, FOE Sign & Date

4
 DEDICATION

I dedicate this project to God Almighty, my creator, my strong pillar, the author and the finisher

of my faith for giving me the strength, courage and supporting supervisor.

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 ACKNOWLEDGEMENTS

I thank the Almighty God for his profound mercies and grace for the time, energy,

resources he provided to me throughout the period of my studies and bringing me to the level that

I am today. I also wish to place on record my appreciation and gratitude to the following

individuals for their contributions in making this work a success. First and foremost, my regards

goes to Mr. Obatomi Samuel for his motivation and support before and during the course of my

studies. I am deeply indebted to my project supervisor of Dr. Thomas Aduoja Audu for taking

his time to monitor as well as managing my project work judiciously despite his tight schedule.

May God in his infinite mercy bless you and your family! I also wish to thank all my study center

staffs for their welcoming and family role played during the course of my schooling, they made

me feel comfortable during my time in the center and never did I had any form of pressure that I

could not handle during the course of my study in the center.

My gratitude also goes to my friends Mallam Umar Aliu and Yusuf Abdulazeez for their

brotherly role and financial support during the financial hard times of my schooling. I cannot forget

my late sisters Felicia Olorunfemi and Comfort Ajose, I am recognizing their words of

encouragement to always make sure I become best in life, I really miss them and personally

dedicating this project work to them and God. Giving gratitude to all the staffs of Kingdom Arrow

International School, Lokoja is an understatement. I owe them so much obligation for their

financial support from the beginning to the last minute of my study. I can never deny my deep

gratitude to my mother over the years, despite my struggles she tried her best to be of support the

little and best way she could. And to all my well-wishers who painstakingly developed, engineered

and reviewed the work from inception to conclusion as well as those outside my academic

environment, I owe you a lot but God knows the best.

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 ABSTRACT

This research work aims at investigating the impact of teacher’s qualification and experience on
junior secondary school student’s basic science academic performance in kogi state. The research
uses descriptive survey design method as the research design method. Total of 1133 (one thousand
one hundred and thirty–three) students participated in the basic science achievement test and 12
basic science teachers were used as respondents. The respondents were provided by the 12 schools
selected randomly from the 3 Local Government Areas selected in kogi state for the research study.
Three research questions and three research hypotheses were used for the research work. The data
collected was analyzed using Simple Percentage method to answer the research questions and t-
test to test for the hypotheses. The results from the data analysis showed that the result form the
text for hypothesis 1 have p-value of 0.2698 which is > 0.05 alpha level, which is statistically not
significant, thus the null hypothesis that teacher’s qualification does not influence student’s
academic performance in basic science was not rejected. Hence, teacher’s qualification does not
solely influence student’s academic performance in basic science among the group studied. The
result from the text for hypothesis 2 have p-value of which is 0.453 > 0.05 alpha level, which is
statistically not significant, thus the null hypothesis that teacher’s years of teaching experience
does not influence student’s academic performance in basic science was not rejected. Hence,
teacher’s years of teaching experience does not solely influence student’s academic performance
in basic science among the group studied. The result from the text for hypothesis 3 have p-value
of 0.0344 which is < 0.05 alpha level, which is statistically significant, thus the null hypothesis
that student’s gender does not influence student’s academic performance in basic science was not
accepted. Hence, student’s gender does influence student’s academic performance in basic science
among the group studied. It is concluded that other factors other than teacher’s qualification and
also student’s gender does solely determine the student’s academic performance in basic science,
teacher’s years of teaching experience can influence students’ academic performance and also
other factors both academic and non-academic can influence their performance positively or
negatively. Recommendations were also made that can improve basic science performance among
students in junior secondary schools.

Keywords: students’ academic performance, basic science teachers, teacher’s experience,

student’s gender, teacher’s qualification.

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PRELIMINARY PAGES
Page
Title Page 2

Declaration 3

Certification 4

Dedication 5

Acknowledgement 6

Abstract 7

Table of Contents 9-10

List of Tables

Table 1: List of Selected Schools in Kogi State 35

Table 2: Basic science teacher’s qualification and years of teaching experience 41

.

Table 3: Basic Science Achievement Test Score for Experimental group 43

(Students Taught by Schools with well qualified and well experienced teachers)
Table 4: Basic Science Achievement Test Score for Control group 44
(Students Taught by Schools with not too qualified and not too
experienced teachers)
Table 5: Basic Science Achievement Test Score for students when school 45
basic science teacher is well qualified (WQ) or not too qualified (NTQ).
Table 6: Basic Science Achievement Test Score for Students taught by 47
well experienced (WE) and not too experienced (NTE) teachers
Table 7: Basic Science Achievement Test Score for male and female students 49
for school selected
Table 8: Basic science achievement test score for students taught by well qualified 52
teachers and schools with not too qualified teachers
Table 9: Basic science achievement test score for students taught by well 55
experienced and not too experienced teachers
Table 10: Basic science achievement test Score for male and female students 58
in the schools

List of Figures
Figure 1: Dale’s cone of experiences 20

Figure 2: Dale's Cone of Experience (Increase and decrease in learning) 29

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 CHAPTER ONE
INTRODUCTION

1.1 Background of the Study 11-14

1.2 Statement of Problem 14

1.3 Purpose of Study 14

1.4 Research Questions and Hypotheses 14-15

1.5 Significance of the Study 15-16

1.6 Scope of the Study 16

1.7 Operational Definition of Terms 16-17

CHAPTER TWO
REVIEW OF RELATED LITERATURE

2.1 Conceptual Review on the Subject Matter 18-28

2.2 Theoretical Review 28-31

2.3 Empirical Review 31-33

2.4 Summary of Literature Review 33

CHAPTER THREE
METHODOLOGY

3.1 Research Design 34

3.2 Population of Study 34

3.3 Sample and Sampling Techniques 34

3.4 Instrument for Data Collection 35

3.5 Validity of the Instrument 36

3.6 Reliability of the Instrument 36-37

3.7 Procedure for Data Collection 37

3.8 Method of Data Analysis 37-39

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 CHAPTER FOUR
RESULTS
4.0 Data Presentation and Analysis 40-44

4.1 Answers to Research Questions 45

4.1.1 Research Question 1 45-47

4.1.2 Research Question 2 47-49

4.1.3 Research Question 3 49-50

4.2 Testing of Hypotheses 51

4.2.1 Hypothesis 1 52-54

4.2.2 Hypothesis 2 55-57

4.2.3 Hypothesis 3 58-59

4.3 Summary of the Findings 60-62

CHAPTER FIVE
DISCUSSION OF FINDINGS,
CONCLUSION AND RECOMMENDATIONS

5.1 Discussion of Findings 63-64

5.2 Conclusion 65

5.3 Recommendations 65-66

5.4 Suggestions for Further Study 66

REFERENCES 67-72
APPENDICES
Appendix A 73
Appendix B 74
Instruments for Data Collection:
Basic Science Teachers Questionnaire 75-79
Basic Science Achievement Test 80-82

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 CHAPTER ONE
INTRODUCTION

1.1 Background of the Study

The main purpose of enrolling a person in school is to improve all aspects of a person's life

and to make the person useful to the society in which he lives. Therefore, the Nigerian education

system develops strategies to improve the learning of students as well as improve the quality of

teachers' teaching.

Nunn (2023), defines education as the development of a child's character that enables him

to be an important factor in the development of society as much as he can. Encyclopedia Britannica

(2023), defines education as a discipline related to teaching in schools or places such as schools,

which are from various non-social and social situations (such as urban development and education

through parent-child relationship).

In Nigeria today, student enrollment in schools (primary, secondary or tertiary) is

increasing, so the federal government and the state government provide more funding to the

education system so that the program receives enough money to achieve better standards.

Financing for the sector can not only be seen as a way to improve its standards, but also as a way

to improve the economy, the people, and the politics and culture of the country as a whole. A

country's education is not limited to acquiring human and non-human resources, but to create

workers who can take the country's economy to a higher level. According to Omiko (2017),

general sciences were taught in Nigerian schools until the 1970s, when it was renamed Integrated

Science by the Nigerian Association of Science Teachers, known today as Basic Science in

Nigeria. Integrated science teaching that replaced general science was taught in Nigerian schools

until the 1980s, when the government changed the five-year secondary education system to the 6-

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3-3-4 system. That is, 6 years of primary education, 3 years of secondary education (JSS), 3 years

of upper secondary education (SSS), and 4 years of higher education (FRN, 2004). The teaching

and learning of integrated science in Nigerian schools especially at the Junior Secondary

school level continued until 2009, when the Federal Government of Nigeria regulated secondary

education that was 6-year to 9-3-4 system. The Nigerian education reform process has introduced

changes in terms of content and name to integrated science subject. The subject content was

expanded and the name changed from integrated science to basic science. Oka (2017) and Nwafor

(2018), observe that basic science that was then known as integrated science is a subject that was

taught at the secondary level in public and private schools. Academic success can be measured

through tests or continuous assessment; however, there is no general agreement about the best way

to measure it. In order for any society to be useful, the student must get a good result from his or

her academic pursuit.

Zhou and Siti (2022), believe that using students’ academic output as a way to enhance

learning also encourages college students to work harder to learn. Important factors such as

teachers' years of experience and teachers' proficiency level should be taken into account when

achieving the educational goals and objectives of the school, and especially when improving

students' learning in basic science subject. Teachers are one of the most important factors for the

success of any education programme (Rivkin, Hanushek, and Kain, (2019). According to Olagoke

(2018), the decline in the level of education standard is mainly due to the increase in the student

population resulting in a low teacher-student ratio and a shortage of qualified teachers. So for most

science teachers, this causes problem with their ability to handle the crowd in the classroom,

especially when working in science laboratory as a single science teacher who is to teach science

practical to many students.

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 Bamidele and Adekola (2017), believe that science teaching in secondary schools stems

from the problems that have arisen in science subjects in schools, especially from legal reforms

related to the acquisition of technical skills. Recruiting qualified teachers is one of the needs to

achieve good educational standards in the country and Odetoyinbo (2017), argues that part of the

main role of Nigerian universities and colleges of education is to produce graduates with

educational qualifications, but now some of these graduates are not qualified and are provided to

secondary schools to teach basic science because they would have studied other courses not

education oriented. This has had a negative impact on the students taught by these bad teachers

and on education as a whole. Today's world needs teachers who can lead and contribute to the

changes that need to be made in today's education, as well as qualified teachers who can combine

their academic and professional resources to make a positive impact in schools. The unqualified

teacher is not trained and qualified in teaching, so he or she does not have exposure to ideas that

make the teaching process in school interesting and successful. If the school does not recruit

qualified teachers that are also trained to become teachers at the junior secondary school level, it

will be difficult to achieve the country's educational goals and objectives of teaching, which will

affect the academic goals of junior secondary school students.

Qualified and experienced science teachers have unique skills and personalities. They have

the ability to teach with the professional skills needed for teaching. Merriam-Webster defines

"competence" as a skill or type of knowledge or experience that makes a person fit for a job or do

a job (Aina, Olanipekun and Garuba 2019). Sometimes notable science teachers don't have a

college degree in basic science, but may have degrees in chemistry, physics, biology, geography,

and sometimes biochemistry, plant biology, microbiology, geography, etc. In order for a basic

science teacher to do his or her job well, he or she should know the subject, be able to teach

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students, and evaluate students in order to reach the goals of basic science education and the goals

of general education. Well-trained and qualified science teachers are more likely to achieve better

teaching outcomes than uneducated and unqualified science teachers.

1.2 Statement of Problem

Due to the exponential increment of student’s enrolment in schools, the research study will

be aiming to find possible causes to senior basic school student’s poor or good performance in

basic science and how the teacher’s academic qualification and years of teaching experience may

influence their performances.

1.3 Purpose of Study

The purpose of the study is to find out:

1. If teacher’s academic qualification influences the academic

performance of senior basic school students in Basic Science.

2. If teacher’s teaching years of experience influences the academic performance of

senior basic school students in Basic Science.

3. If student’s gender affects the academic achievement of senior basic school students

in basic science.

1.4 Research Questions

The following research questions were formulated to guide the study:

1. To what extent does teacher’s academic qualification influence the academic performance

of senior basic students in basic science?

2. To what extent does the teaching experience of teachers influence the academic

performance of senior basic students in basic science?

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3. What is the effect of student’s gender on the academic achievement of senior basic students

in basic science?

Research Hypotheses

The following null hypotheses (H0) are stated below:

1. There is no significant effect of teacher’s academic qualification on the academic

performance of senior basic students in basic science.

2. There is no significant influence of teacher’s years of experience on the academic

performance of senior basic students in basic science.

3. There is no significant effect of student’s gender on the academic performance of senior

basic students in basic science.

1.5 Significance of the Study

The research result will enlighten the Kogi state education policy planners and makers on

the Impact of Teachers’ Academic Qualification and Experience on Students’ Basic Science

Achievement in the state by giving them insight on what aspect of the basic science subject is to

be modified, either removed or topic contents edited. It will determine if the active basic science

teachers in junior secondary are required to be enrolled in any in-service teaching competence

improvement course. And also assist the state ministry of education to monitor and evaluate the

standard of science teachers in secondary schools, specifically basic science teachers.

It will aid the academic guidance and councilors to give the best advice to the school

management on how to improve teaching and learning of basic science in junior secondary schools.

It will assist the students to be able to evaluate themselves to check if they have the cognitive

knowledge in basic science and where to improve on. The supervisors from ministry of education

would be able to find out if the basic science teachers are competent in handling science laboratory

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teachings, have the best teaching methods for teaching basic science and see where

recommendations are to be made. However, external examination bodies would be able to detect

if the cause of poor or good academic performance of students in Basic Science BECE is as a result

of teachers competence or over-standardized of their examination questions.

1.6 Scope of the Study

This project research will be finding out the Impact of Teachers’ Academic Qualification

and Experience on Students’ Basic Science Achievement in Kogi State. Three Local Government

Areas in Kogi state were used for the study. Three schools from each of the local government areas

will be randomly selected as sample schools comprising of both private and government owned

schools.

1.7 Operational Definitions of Terms

The following under listed are explained the way they are used in the context of the study.

Effect: The result or outcome of a cause or an event.

Teachers’ qualification: This is the certification, experience, formal education, professional

development, and years of training and licensing of a teacher before they can teach.

Academic performance: The level of attainment of a student in his subject of study. The grade

or score in their respective subject of study.

Teaching experience: Teaching experience means total extra skills and knowledge a teacher gains

during the process of teaching over the duration of years he or she has spent in teaching profession.

Basic Science: This can be define as a subject in school which integrates all aspects of other

science subjects and serve as a prerequisite to scientific knowledge, attitudes and skills upon which

subsequent scientific and technological achievement is based.

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Students’ academic performance: This can be define as the extent to which a student has attained

his or her short or long term educational goals which can be measured by continuous assessment

or cumulative grade point average.

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 CHAPTER 2
REVIEW OF RELATED LITERATURE
This section reviews the literature on the “Impact of Teacher’s Qualification and

Experience on Junior Secondary School Students Basic Science Academic Performance in Kogi

State”. It also explores the impact of students' gender in Kogi State on students' academic

performance in basic sciences.

2.1 Conceptual Review on the Subject Matter

When discussing student performance, teachers take into account the characteristics of

teachers responsible for teaching and divide them into two groups: teacher qualification and self-

development. Teacher qualifications are formal teaching skills that teachers must acquire through

the school education system. However, personal development is a developmental feature that

needs to be constantly improved in the teacher's life. The quality of the teacher's personal

development is very important because it provides good learning outcomes for students. Therefore,

it is important to understand that teachers' qualifications and personal development are crucial to

creating good educational outcomes for students, especially in subjects such as basic science in the

first stage of high school.

Concepts of Basic Science

Guzikova (2018), defines basic science as the theoretical and experimental science of

natural phenomena. Agbidye (2023), describes basic science, formerly known as integrated

science, as the first type of science a child is exposed to in middle school and underpins all science

subjects in high school. Basic science provides education in scientific knowledge essential to

human survival, sustainable development and social change. It traditionally involves integrating

separate science courses so that students gain a true understanding of science. The National

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Education Policy of 2004 decided that the purpose of basic science should be to equip students

with skills such as observation, reporting, organization, predictive, testing, and experimentation.

In order to achieve these goals, exploration, problem solving, field trips, laboratory tests, etc. in

science education are required to be carried out by teachers during teaching of basic science. Basic

science refers to the foundation of scientific disciplines such as agriculture, basic biology, basic

chemistry, and basic physics. When applied to the science curriculum, integration means that the

curriculum is designed and presented in such a way that students gain an overview of science

concepts, integration of methods and science problems and contributes to the development of a

sense of responsibility.

Concept of Academic Performance

Academic performance relate to how students behave during learning. Students'

performance can be classified as high, moderate, good, or poor. Janelie and Vanesse (2023), define

academic achievement as the academic content that a student learns over time. This can be a short-

term or long-term learning goal that the student must achieve in the learning environment. Tests

and assessments are often used to measure a student's academic performance. Ezewuzie and

Ikwunemelu (2020), define academic achievement as what has been learnt by student after

undergoing a formal education, often measured by criteria such as standardized tests and teacher-

made test. In academic setting, Omaliko and Okpala, (2021), argue that success is measured by

academic achievement or the degree to which students meet the standards set by the school.

Concept of Teacher’s Educational Qualifications

Aina and Olanipekun (2019), define the teaching profession as a profession that includes

the ability to teach and manage students and classroom materials, and that teacher’s qualifications

therefore, is not only the certificate someone is holding as erroneously conceived by some people

19
but how to make use of other teaching resources needed and available. They argue that a person

who holds a teaching certificate but does not yet have adequate training does not qualify to be a

teacher, and similarly, a person who does not have the necessary pedagogical skills or has not

completed his or academic schooling years requirements is not eligible to become a teacher. The

UNESCO-sponsored TTF (Teaching Task Force) (2023), said one way to identify qualified

teachers is that teachers "have at least the technical training in a country to teach their subject".

Having a high school or college degree is not enough for a teacher to provide good teaching.

Omaliko and Okpala (2021), pointed out that the education of students can be influenced by certain

qualities that a teacher receives in the classroom at a certain period of his life and on the teacher’s

personal characteristics that are present throughout his or her lifetime. Likewise, those who do not

have sufficient teaching experience or who have been teaching for years without completing the

necessary education do not have sufficient qualifications to become a teacher (Darling-Hammond

2017), because qualified teachers can improve student performance. Teacher’s training includes

understanding the ability to teach and manage students and classroom materials. Therefore, teacher

qualifications are not the only requirements a teacher should have but other academic skills are

needed. Teaching skills are not limited to getting a certificate from a school.

Aliyu et al. (2022), pointed out that the qualifications of teachers are important for the

performance of students in a particular subject and the level of proficiency in a subject depends on

the performance of the students in the any internal or external academic assessment tests. It is well

known that in science education, less qualified teachers perform worse than more qualified

teachers, which is linked to the fact that teachers need to have very wide knowledge of whichever

subject they will be teaching .This has led the Federal Republic of Nigeria to state in the National

Education Act (2004) that the minimum educational qualification for entry into the Nigerian

20
teaching profession is the Nigerian Certificate of Education (NCE). Iheanacho (2016), supports

the report that there is a big difference between high school graduates and university graduates,

stating that a person who is a university graduate has high rate of return in terms of delivering his

or her teaching duties when compared to high school graduate.

Yakubu (2023), states that teacher qualification refers to the education and qualifications

that enable a person to become a teacher at any educational level. It is also about the knowledge,

skills, wisdom and creativity needed to teach effectively, as well as the recognition and

professionalism of teachers, which are important for students' learning. There are many factors

that can affect students' in-class and out-of-class learning and satisfaction (Yakubu 2023). Teacher

quality has been defined as one of the main variables affecting student performance. A teacher's

education, training, knowledge, skills, attitude and motivation support effective learning and are

considered some of the characteristics of a good teacher.

Concept of Teacher’s Years of Teaching Experience

Aransi and Waliyi (2019), believe that teaching is beneficial to students' success

throughout the teacher's career, and that the development of teachers' positive experiences is most

important in the first few years as teachers enter the profession. In the second few years, and

usually the third few years, this growth is crucial, and as teachers gain experience their students

will not only learn more as measured by testing standards, but also learn more in measuring success

such as attendance. Aina and Olanipekun (2019), argue that years of experience as a teacher is

one of the indicators of teacher qualification and is considered an important factor in determining

students' learning. They believe that more teaching will lead to better student performance.

Bwenvui et al. (2020), referring to Mehtabul and Geeta's (2014) article on measuring teacher

quality and student performance in private schools, emphasizes the importance of teacher

21
knowledge in determining student performance. They also refer to UNICEF (2011), which showed

that teachers' skills and knowledge are important for students' learning. Teacher's knowledge is a

factor in effectiveness of teaching and learning process as the same teacher teaches the same

subject every year (Bwenvui et al., 2020). The teacher's experience is associated with seeking

many new ideas, knowledge of new commitments, and new challenges (Bamigbade et al., 2021).

Rodniquez and Mckay (2018), define experienced teachers as those who have been teaching for

many years (five years or more), can motivate students, make students pay attention in class, and

students to know how to manage their studies and lessons well. Bolarinwa and Kolawole (2020),

argues that the teacher's experience can be measured by the teacher's ability to understand the

content, information given to the students. Experienced teachers have a reputation for making

quick, accurate and effective decisions about any development or situation that occurs during their

teaching process. It is known that school owners and administrators show an interest in giving

teaching career opportunity to more experienced teachers instead of less experienced teachers, in

the belief that experienced teachers can better manage the curriculum and responsibilities. Alily

(2018), noted that the late Reverend Manson as principal of the Ado-Ekiti Christian School, has

more trust in teachers having years of teaching experience and university-level qualification. When

he became the principal of the Christian school in Ado Ekiti, he never employed teachers under 5

years of teaching experience to teach students in grade level 1-3. He believed that its educational

goals will not be achieved if students in Addo-Ekiti do not receive a proper education.

Studies show that students' academic performance is most enhanced when taught by

teachers with proven teaching skills. The teacher's knowledge is associated with increased

knowledge of the exploration of various new ideas, connections and problems. Bwenvui et al.

(2020), argue that experienced teachers have a deep understanding of content and how content is

22
taught and used. In addition, experienced teachers use a variety of strategies to provide insight into

the teaching process in order to better serve students. These skills develop students' skills and

ability to think about chemical processes useful in research and analysis, and lead to a better

understanding of chemical concepts. But teachers with years of experience believe that even the

most difficult students can be taught well with extra effort; inexperienced teachers feel

demotivated with unmotivated students (Gibson & Dembo, 2018).

Concepts of Gender in Education

Educationaboveall.org (2023), considers gender as a social recognition, behavior, activity

and attitudes that a society deems appropriate in terms of time and space, in terms of men and

women, girls and boys and the relationship between them. . Flynn (2017), defines gender as a

range of physical, biological, emotional and behavioral characteristics that affect and differentiate

men and women. Gender is an individual variable associated with differences in work motivation

and self-control between boys and girls, in traditional times, certain jobs were reserved for boys

and girls. Mankumari (2017), defines gender as a socially constructed difference between men and

women. Studies of students at various levels around the world have shown significant gender

differences in education. The biggest problem in science education is prejudice and

misunderstanding against women or girls in science education, that is, science is considered as

men's work (Erinosho, 2017). Anyway, Kolawole (2018), found that male students performed

better than female students in intelligence, thinking and reasoning. Gender stereotypes in science

related subjects have been a growing problem for some families and the entire country for some

time now. It has been observed that girls and boys have unequal opportunities to learn subjects at

school, and boys always have more time than girls, even though girls are successful in the

classroom.

23
 Expectancy theory and socialization theory explain the phenomenon of gender bias in

science education, which often results from female students' attitudes, performance, and

perceptions of school learning. Expectancy theory and socialization theory have their roots in

sciences such as economics, health, psychology, psychology and education. Most jobs in the world

today are science jobs, and if girls are to participate in world economy in the future, they will need

to work hard enough in the learning-science oriented subjects in school, which is the path to a

career in science. But judging by the attitudes of girls towards science, this goal is difficult to

achieve because most girls do not like science.

Filgona and Sababa (2017), see gender as part of roles, responsibilities, opportunities,

constraints and needs related to many aspects of social context. Gender issues are considered

important concerns for teachers, as gender equality is important in all aspects of life. Our society

always encourages girls to take risk as boys take risks. Ghazvini and Khajehpour (2016), argue

that gender differences exist in knowledge work even in education. Girls can learn better in

different environments. Voyer and Voyer (2018), state that although the gender gap is generally

consistent with achievement assessment standards, women are generally more productive in

education, regardless of age. While this is a belief that men do better on tests of intellect, we find

that women as teachers are better at subjects that require reflection and reflection.

Impact of qualified teachers on student learning

Adamu and Mai'anguwa (2020), argue that qualified teachers play an important role in

teaching, but professional training is more important in teaching as professionally trained teachers

can teach better than untrained teachers. Also, the reasons why students fail are uneven teaching

methods, inadequate budgets, inadequate facilities, poor maintenance of facilities, lack of college

24
libraries etc. Yakubu (2023), states that the success and effectiveness of any education system

depends on the quality of the teachers in the system and the education they receive. Therefore,

teachers need to acquire knowledge and skills in order to fulfill their responsibilities. Kafu, P.A,

(2018), acknowledges that there is confusion about the meaning and role of teachers. This conflict

goes back to the colonial period, when pedagogy focused on teacher education and development

and how knowledge is communicated. Therefore, there is a need to broaden teacher education to

cover the tasks required in today's technological society. This will ensure that teachers are qualified

to meet new challenges in education and society. A good teacher is seen as an important factor for

improving the school environment, teachers are central to educational development, and student

development is seen as central to helping students learn and change (Charles .T. et al., 2015).

While students who fail in external and internal exams are taught by unqualified teachers,

successful students are taught by competent teachers with good classroom management and

content presentation (Afe, 2017). According to Charles T. et al. (2015), competent teachers are

also considered agents of change because they play an important role in improving students'

academic performance, which must be achieved by providing quality education. Children develop

important skills that must be advanced, and qualified teachers help students discover their talents

and offer their future benefits to overcome challenges and overcome them (Kimani et al., 2018).

According to Charles T. et al. (2015), teachers who prepare activities and disciplines such as

homework for their students can increase the academic performance of students. More so, teachers

who are skilled at managing classroom activities for children with disabilities can make school

very effective (Charles T. et al., 2015). This shows that teachers are capable of raising talented

students. Muhammed (2021), believes that teachers are one of the reasons for students' poor

25
performance, in this sense it is necessary to examine good teaching of teachers in schools because

good teaching leads to good learning.

Mohammed and Abdi (2018), says that the quality of teaching is about what is taught and

how well it is taught, and refers to Fenstermacher and Richardson (2018), who say that teaching

should be focused on the appropriateness and objectives of the teaching. Golhaber and Brewer

(2017), argue that the link between teacher efficacy and school efficiency may be influenced by

other factors such as school environment and country, where school performance may vary

depending on the teacher's teaching and experience. Brewer and Goldhaber (2017), examine the

relationship between teacher certification and student achievement. Focusing on the relationship

between content recognition and student test scores, they found that students taught by

academically qualified teachers scored higher than students taught by teachers without academic

certificate or other skills. James et al. (2022), acknowledged that qualified teachers are important

factors affecting student performance in school and that qualified teachers have good skills. A

good school will teach well and produce students who score higher in subjects. Sufiyanu and Julius

(2018), defined qualified teachers as those who have a positive impact on students' learning and

development by combining content knowledge, general academic skills, and

communication/interpersonal skills. They also describe effective teachers as students who are

committed to teaching in their academic lives and transform their knowledge and learning through

interaction. It is geared towards meeting the needs of all students with strong communication skills,

diagnosis, and understanding of educational and cultural differences, knowledge of child

development and various technologies. Bamigbade et al. (2021), asserted that teacher’s

qualifications of teachers in an education system often determine the quality of the system.

26
The Effect of Teacher’s Educational Qualification on Student Success

Teacher Education has an impact on the academic achievement of secondary school

students. Experienced teachers can add insight into the teaching process, they are open to revision,

and are less assertive in the classroom. Students taught by experienced instructors achieve higher

levels of education than students taught by less experienced instructors because experienced

instructors know the content and learn management skills in the classroom to solve different

classroom problems (Gibbons and Dembo 2017). It is believed that professionals can better teach

certain subjects in the most appropriate way for students with different abilities, prior knowledge

and backgrounds (Stringfield and Teddlie, 2018). Teachers who are involved in in-service

programs and tend to better understand the content and processes behind their education create

their own learning goals as part of their plans (Fullan, 2019). Thus, as teachers know more about

their students, they connect better with each other, and the students benefit more from the teacher's

knowledge of world-building. Teachers need to know what information the students they interact

with are learning from the conversation. Accurately measuring a teacher's perceived effectiveness

is difficult, much harder than measuring other characteristics of a teacher, for a number of reasons.

Many well-designed studies have attempted to explain the relationship between experience and

performance, reducing variable results but not revealing specific patterns. Rivers and Sanders

(2019), argue that teacher effectiveness increases every year during the first ten years of teaching”.

Yasin (2021), argues that if teachers are trained to increase their knowledge depth, they

can distribute knowledge as they teach and thus increase student performance. Knowledgeable

teachers have a background of experience, they can add insight into the teaching process, accept

corrections, and take control in the classroom (Kosgei et al., 2018). Healthy teacher-student

relationships is one way to improve student learning. Kosgei et al. (2018), argued that teachers

27
know more about students, the more there is good teacher-student relationship, and more likely

thee relationship can improve the students learning. Wandera et al. (2019), argue that teaching,

traditionally regarded as an influence on academic achievement in schools, has long influenced

many human resource policy regarding teacher compensation, support, employment and mobility,

including the extension of contracts for long-term service to teachers in education beyond

retirement age.

2.2 Theoretical Review

The theoretical framework of this study is based on Edgar Dale's empirical cone and

Bruner's representation model. Lee S.J. Reeves, T. (2018), quoting Dale's cone knowledge,

attempts to provide a psychological basis for modern technology through the first kind of

knowledge, cone knowledge. The theory believes that people acquire knowledge in schools using

tools and equipment that may include hardware or software. Experiences include direct and

indirect experiences, concrete experiences, demonstrations, field trips, presentations and human

experiences. All this information is obtained through the use of direct and indirect information in

school teaching. Figure 1 below represents Dale's cone of knowledge, including symbolic

experience, Iconic experience, and direct/purposeful experience.

Figure 1: Dale’s cone of experiences

28
As the process progresses upwards the experience/learning gained decreased. This means that

teachers must have more knowledge that enables students to hear, speak, see, do or work. The

younger the students, the lesser information they are exposed to.

Figure 2 Dale's Cone of Experience (Increase and

decrease in learning)

Figure 2 above illustrates Dale's Cone of Experience theory and shows that students learn more

when they learn with less abstract concepts and learn less when they learn with more abstract

concepts.

Bruner talks about constructivism theory in an online post hosted at

Evaeducation.weebly.com (2023), which shows how Bruner's representational model can help

teachers teach ideas to students using teaching methods that suite their mental capability. Bruner

offers three types of modes representation which are:

29
1. Enactive Mode (0 - 1 year)

It involves encoding and storing the information that works in our memory. For example,

in the form of the motor of the muscles, the child will remember the action of shaking the rattle.

The child represents past events with physical responses, for example the infant "shakes the rattle

that has just removed or dropped" as if the action itself would produce the noise. This is not limited

to children.

2. Iconic (1 - 6 years old)

This is where information is stored in images (images in the mind). For some it’s a

conscious action while some says its unconscious action to them. This will explain why it is often

helpful to take lessons with pictures or diagrams when we learn something new.

3. Symbolic (7 years later)

This is where information is stored in the form of symbols such as code or words. This is

the most flexible form of representation because actions and images are closely related to what

they represent. The dog is a symbol representing a class. Symbols can be arranged, sorted,

categorized, etc. It is flexible in all aspects.

Bruner's model represents not only the need to use media in teaching and learning, but also

the appropriate use of it, so the theory is relevant to inquiry because science teaching is a discipline.

Students should have contact with the materials used in teaching. The theoretical requirements will

ensure that teachers know how to use educational tools, equipment and facilities to teach students

in the classroom. This will allow them to get a preview of what is being taught. In addition, these

considerations will provide teachers with scientific knowledge of the principles that underpin

30
teaching and learning for students to better understand, because experience is the best teacher.

Therefore, these considerations are important in this study as they enable students and teachers to

know about what is being taught in the classroom.

2.3 Empirical Research Review

Bolarinwa and Kolawole (2020), examined the impact of teachers' teaching knowledge and

qualifications on student achievement in secondary schools in Ekiti State, Nigeria. Their study

aims to determine the relationship between teaching, teaching skills and achievements of

prospective teachers in secondary schools in Ekiti State. This research uses descriptive research

method. The Study showed that there is a positive relationship between teacher knowledge,

teaching skills and student achievement. It shows that teacher’s education and quality have a

significant impact on student achievement. Filgona and Sakiyo (2020), determined in their study

to what extent the qualifications of Adamawa State High School teachers predict students' attitudes

and performance. The sample was 400 teachers and 400 secondary school students in Adamawa

Prefecture. A multi-stage sampling method was used. The findings show that students' attitudes

towards the field are not determined by the quality of their teachers.

Irvine (2019), examined the statement that a teacher's teaching time is related to the

effectiveness of the teacher's job. The theory of the relationship between experience and

performance has been used by the Ontario government, Canada to support teacher recruitment

policy decisions. In its research, it examines the sources cited in the policy report and examines

other studies of teacher performance. The results show that the relationship between total years of

experience and teacher performance (as measured by increased student performance) is complex

and non-linear. More importantly, decision making based on the assumption that the relationship

between experience and performance is direct and leaves the task simple. Steve (2021), Review of

31
Year Results of Teaching Knowledge and Qualifications on Teacher Motivation and Student

Achievement in Secondary Schools in Southern and Southern Nigeria. This study adopted a

descriptive pattern. The study was carried out in the South-South geopolitical region of Nigeria.

The study was conducted in four southern Nigerian states and included all music teachers with key

positions in these states. This study used a sampling method to select 150 urban and rural music

teachers from several states in southern Nigeria. The tool used to collect data is the questionnaire.

The collected data were analyzed by statistical methods. The findings show that the motivation of

music teachers and the music performance of secondary school students in southern and southern

Nigeria are positively affected by the teaching experience and educational qualifications of the

music teacher

Linver (2019), in his research on the effect of gender on school work argued that

interventions should be made to focus on women's education and how to increase the interest of

young women in order to encourage more women to study mathematics, science and technology

in schools. Such intervention should start early in the college careers of girls and young women;

“his findings show that dissatisfaction with science begins early in secondary school and does not

improve. Ghazvini and Khajehpour (2016), further argued that even gender difference exists at the

level of cognitive functioning in the academic environment. Girls are likely to be more adaptive

in learning in a different environment. On the other hand, Goni et al. (2019) did not find any gender

differences in academic performance among college students. In Nigeria, Afuwape and Oludipe

(2020), studied the integrated science achievement graduating pre-service teachers for a period of

three years. The sample of this study consists of 253 (126 male and 127 female) student teachers

in colleges in Nigeria. The findings showed that there was no significant difference in the academic

performance of men and women in the joint program. The above review of related studies will link

32
with my research on effects of basic science teacher qualifications, teacher’s experiences and

student’s gender on secondary school students. My research will be conducted in 3 local

government areas in Kogi Province. My research used a quasi-experimental method and

population of all students in Kogi state, with Senior Basic 3 Students as sample. Information of

the basic science teachers was collected by using a structured questionnaire, and 20-point multiple-

choice questions was used to measure the learning ability of Senior Basic 3 students in basic

science. My findings will be linked to the above review of related literatures to determine whether

teacher qualifications, teacher’s years of teaching experience, and gender have an impact on

students' learning in junior secondary school basic science performance.

2.4 Summary of Literature Review

The concept of basic science is broadly defined as science in which concepts and principles

are presented to express the fundamental unity of science education. This research examines the

concept of teacher qualification, the concept of teacher’s experience, the concept of student gender,

the impact of teacher’s qualification on the academic performance of science students, the impact

of teacher’s experience on the academic performance of science students, and the impact of

student’s gender on the academic performance of basic science students. A number of empirical

studies on the impact of teacher’s qualifications, teacher’s knowledge, and student’s gender in

basic science was also reviewed.

33
 CHAPTER THREE
METHODOLOGY
3.1 Research Design

This study used descriptive survey design method to compare the performance of students taught

by well qualified and not well qualified teachers, to compare the performance of students taught by well

experienced and not well experienced teachers and to compare the performance of male students and female

students in Senior Basic 3 (JSS3) basic science achievement test in Kogi state.

3.2 Population of the Study

Study’s population is the population of all Senior Basic Three (JSS 3) students in all the

Secondary Schools in Kogi state which are 68,567.

3.3 Sampling and Sampling Technique

The study’s sample is all students in Senior Basic 3(JSS3) Students in twelve schools, from

three local government areas in Kogi state totaling 2,145. All basic science teachers that teach

basic science in all the sampled schools also constitute the sample.

After consideration of possibilities of limitations to the data collection ranging from

distance to the fields of collection and financial cost, Table 1 represents the list of schools selected

,their Local Government Areas in Kogi state and total number of Senior Basic 3(JSS3) Students

in each of the schools.

34
 TABLE 1: LIST OF SELECTED SCHOOLS IN KOGI STATE
LIST OF SELECTED SCHOOLS IN KOGI STATE
S/N SCHOOL LOCAL GOVERNMENT AREA NUMBER OF JSS 3 STUDENTS
NAME
1 CSS Ajaokuta L.G.A 120
2 GSSA Ajaokuta L.G.A 98
3 GSSE Ajaokuta L.G.A 150
4 ASCL Ajaokuta L.G.A 67
5 GSSO Adavi L.G.A 260
6 GSSK Adavi L.G.A 255
7 EISZ Adavi L.G.A 79
8 AIS Adavi L.G.A 100
9 ADSSL Lokoja L.G.A 276
10 GSSL Lokoja L.G.A 290
11 GDSSL Lokoja L.G.A 264
12 CMCL Lokoja L.G.A 186
Total 2145

3.4 Instrument of Data Collection

The following instruments for data collection will be employed for this project work

a. Basic Science Teacher’s Questionnaire: This questionnaire will be a structured one comprising

of two sections, the first section is teacher’s bio data information and the second section comprise

of an 11 items questions.

b. Basic Science Achievement Test (BSAT): The BSAT will be made up of 20 objective questions

selected from the previous Junior Secondary Certificate Examination (JSCE) conducted in Kogi

state, with just 20 minutes duration for the assessment test, which will be administered only to the

selected senior basic school level students.

35
3.5 Validity of the Instrument

Content validity was used for Basic science Achievement Test (BSAT) by developing a

test table of specification using Bloom’s taxonomy of educational objectives in the cognitive

domains, consisting of: knowledge (Know.), comprehension (Comp.), application (App.), analysis

(Anal.), synthesis (Syn.) and evaluation (Eva.) as presented in below specifications of 20 items

Basic science achievement test for Senior Basic 3 (JSS 3) students

S/N Content Time Know Comp App Anal. Syn. Eva. Total Items %
Area 10% 40% 45% 5%
1 living things 4 min 1 1 2 _ _ _ 4 20%
2 work/energy 4 min 1 1 2 _ _ _ 4 20%
3 environment 4 min _ 2 2 _ _ _ 4 20%
4 nutrition 4 min _ 1 2 1 _ _ 4 20%
5 glands 4 min _ 3 1 _ _ _ 4 20%
Total Items 20min 2 8 9 1 _ _ 20 100%

The content validity established for Basic science Achievement Test (BSAT) instrument

by using the specifications of items above in order to have adequate representative samples from

all aforementioned five topics. Face validity was established for the 20-item Basic science

Achievement Test (BSAT) by subjecting it to the project supervisor judgment using validation

form of 20 items which gave logical consensus of 0.72 indexes.

3.6 Reliability of the Instrument

Basic Science Achievement Test (BSAT) was pilot tested on 20 students that are not part

of the sampled respondents. The scores obtained was used to determine the reliability of the

instrument. The reliability of the basic science achievement test questions was done using the

Cronbach’s Alpha score. The acceptable Cronbach’s Alpha (α) value of reliability is between

0.71–0.99 (best level). Below is the Cronbach’s Alpha and reliability interpretation.

36
Cronbach’s alpha score Reliability
0.8 – 1.0 Excellent and effective with a high degree of consistency
0.7 – 0.8 Good and acceptable
0.6 – 0.7 Acceptable
<0.6 The item needs to be revised
<0.5 The item needs to be drop
The reliability coefficients indices was 0.79 for the basic science achievement test. Indicating the

basic science achievement test to be good and acceptable.

3.7 Procedure for Data Collection

The data for the research work will be collected immediately after administering it to the

respondents which are basic science teachers the students who supplied answers to the questions

in the questionnaires and the basic science achievement test respectively.

3. 8 Method of Data Analysis

Answers to the research questions were provided through the use of simple percentage

method. The data analysis will employ control and experimental groups. The control group will

comprise of schools with not too qualified and experienced teachers and the experimental group

will comprise of schools with qualified and experienced teachers. The percentage of student’s

performance in schools with qualified teachers will be compared to that of schools with not too

qualified teachers. The percentage of student’s performance in schools with well experienced

teachers will be compared to that of schools with not too experienced teachers. The percentage of

student’s performance when they are male will be compared to that of students when they are

female.

The formula for the simple percentage is shown as.

37
% = f/N x 100/1

Where f = total score obtained in each group

N = Total obtainable score for each group

100 = Consistency in the percentage of scores

The T- test statistical method is used for testing for the null hypotheses.

A significance alpha level of 5% (0.05) will be used for the testing of the hypotheses.

The significance level, also known as alpha or α, is a measure of the strength of the evidence that

must be present in your sample before you will reject the null hypothesis and conclude that the

effect is statistically significant or not reject the null hypothesis and conclude that the test is

statistically insignificant. If the results from our t-test give us a: P≤ 0.05, it means it is statistically

significant, we shall reject the null hypothesis which is also strong evidence that the null hypothesis

is invalid. If the results from our t-test give us a: P ≥ 0.05, it means that the test is not statistically

significant, we shall not reject the null hypothesis which is also strong evidence for the null

hypothesis that it is not invalid.

Formula for T-cal is thus:

If the population size of the two samples are equal:

T-cal= ̅̅̅1 - ̅̅̅

(X X2 )
Sp 2 Sp 2
√ +
N1 N2

Our degree of freedom = (N1 -1) + (N2-1)

SP2= (N1 -1) SD12 + (N2 – 1)SD22

N1 + N2 – 2

Where:
38
̅̅̅1 = mean sample of first group
X

̅̅̅
𝑋2 = mean sample of second group.

N1 = total number of first group

N2 = total number of second group.

SP = pooled standard deviation

If the population size of the two samples are not equal:

T-cal= ̅̅̅1 - (X
(X ̅̅̅2 )
SD1 SD2
√ +
N1 N2

Our degree of freedom =

SD1 SD2 2
( + )
N1 N2
1 SD1 2 1 SD
( ) + ( 2 )2
N1 −1 N1 N2 −1 N2

2
Standard Deviation (SD) = √∑(𝑥 − 𝑥̅ )
𝑛−1

Where:

̅̅̅
X1 = mean sample of first group

̅̅̅
𝑋2 = mean sample of second group.

N1 = total number of first group

N2 = total number of second group.

SD1= standard deviation of first group

SD2 = standard deviation of second group

39
 CHAPTER FOUR
RESULTS

4.0 Data Presentation and Analysis

The collected and collated data from the research field consist of answers from the teachers
in the questionnaire administered to them and also contains results from the basic science
achievement test conducted for the students.

For the data collected in respect to the variables in the questions in relation to teacher’s
qualification and years of teaching experiences, in line with the minimum teaching requirement
which is NCE, NCE holders are not considered highly qualified because it is the minimum
qualification for teaching in Nigeria charged with teaching at the basic education level.
Qualifications like B.SC, HND are regarded as not too qualified even if higher than NCE because
they are actually non-professional certificates. The same goes for holders of ND certificates
because they are also regarded as non-professional teachers. Teachers with higher qualifications
than NCE and education related certificates are regarded as well qualified teachers.

Teachers having 0-9 years teaching experience are regarded as not too experienced teachers
irrespective of their post-secondary certificates. Teachers with 10 years and above teaching
experience are regarded as well experienced teachers irrespective of their post-secondary
qualification. The Control group comprises of schools having not too qualified teachers and not
too experienced teachers while the experimental group comprises of schools having well qualified
and well experienced teachers.

The following acronyms represent each of the research variables:

Not too qualified teachers= NTQ

Well Qualified teachers = WQ

Not too Experienced teachers = NTE

Well Experienced teachers = WE

Below are tables containing the feedback collected from respondents:

40
TABLE 2: Basic science teacher’s qualification and years of teaching experience

BASIC SCINCE TEACHRS DETAILS

S/ N School Name Total Students Teacher’s Qualification Teacher’s Years of
That Took The (WQ or NTQ) Experience
Test (NTE or WE)
1 CSS 93 NCE ( NTQ) 8 years ( NTE)
2 GSSA 75 NCE(NTQ) 10years ( WE)
3 GSSE 65 NCE(NTQ) 13 years ( WE)
4 ASCL 43 B.ED (WQ) 14 years ( WE)

5 GSSO 110 M.ED (WQ) 21 years ( WE)

6 GSSK 133 B.ED (WQ) 8 years ( NTE)
7 EISZ 58 B.SC (NTQ) 9 years (NTE)
8 AIS 60 B.SC (NTQ) 12 years (WE)
9 ADSSL 146 B.ED (WQ) 15 years ( WE)
10 GSSL 130 B.ED ( WQ) 16 years ( WE)
11 GDSSL 120 B.SC + PGD (WQ) 14 years ( WE)
12 CMCL 100 B.SC (NTQ) 9 years( NTE)
TOTAL 1133
Field source 2023

From Table 2, schools with serial numbers 4,5,6,9,10 and 11 have teachers that are well qualified

(WQ) and required certificates in education( B.Ed, M,Ed, PGD, M.Sc.(Ed) etc) while schools with

serial numbers 1 to 3 have teachers with required certificate (NCE) in education but are of low

qualification, hence not too qualified(NTQ). Schools in serial numbers 7, 8 and 12 are having high

qualification certificates (B.sc) but not required certificates to be in the field of education as

stipulated by the Teachers Registration Council of Nigeria as such making them not too qualified

(NTQ). Hence, there are total number of 6 schools with well qualified teachers and total of 6

schools with not too qualified teachers of basic science. Schools with serial numbers

41
2,3,4,5,8,9,10,11 has teachers that are well experienced (WE), while schools with serial numbers

1, 6,7,12 has teachers that are not too experienced (NTE). It also indicate the total number of male

(680) and female (395) students in selected schools, making a total of 1,133 students were used

for the research work

42
TABLE 3: Basic Science Achievement Test Score for Experimental group (Students
Taught by Schools with well qualified and well experienced teachers)

DETAILS OF BASIC SCIENCE ACHIEVEMENT TEST SCORE FOR STUDENTS IN

EXPERIMENTAL GROUP
S/ N School Total Total Sum of Sum of Total Teacher’s Teacher’s Years
Name Male Female Scores scores Score Qualification of
That That of male of (X1 + ( WQ ) Experience(WE)
Took Took students female X2)
The The (X1) students
Test Test (X2)
1 GSSA 10years ( WE)
55 20 403 190 593
2 GSSE 13 years ( WE)
49 16 524 122 646
3 ASCL B.ED (WQ) 14 years ( WE)
23 20 303 298 601
4 GSSO M.ED (WQ) 21 years ( WE)
80 50 614 423 1037
5 GSSK B.ED (WQ)
76 35 893 422 1315
6 AIS 12 years (WE)
40 20 666 300 966
7 ADSSL B.ED (WQ) 15 years ( WE)
72 45 1108 534 1642
8 GSSL B.ED ( WQ) 16 years ( WE)
63 49 504 398 902
9 GDSSL B.SC + PGD 14 years ( WE)
81 39 1262 448 1710 (WQ)
TOTAL 539 294 6277 3135 9412
Field Source 2023

Table 3 indicates students sum score for male (number of male students x 20 marks) and female
(number of female students x 20 marks) students for experimental group (schools with well
qualified and well experienced basic science teachers).The table indicated the total sum of scores
for both male (6277) and female (3135) students in the basic science achievement test administered
to them to be 9412.

43
Table 4 Basic Science Achievement Test Score for Control group (Students Taught by
Schools with not too qualified and not too experienced teachers)

DETAILS OF BASIC SCIENCE ACHIEVEMENT TEST SCORE FOR STUDENTS IN

THE CONTROL GROUP
S/ N School Total Total Sum of Sum of Total Teacher’s Teacher’s Years
Name Male Female Scores scores Score Qualification of
That That of male of (X1 + ( NTQ) Experience(WE)
Took Took students female X2)
The The (X1) students
Test Test (X2)
1 CSS 52 41 552 365 917 NCE ( NTQ) 8 years
( NTE)
2 GSSA 55 20 403 190 593 NCE(NTQ)

3 GSSE 49 16 524 122 646 NCE(NTQ)

4 GSSK 76 35 893 422 1315 8 years

( NTE)
5 EISZ 36 22 322 190 512 B.SC (NTQ) 9 years (NTE)

6 AIS 40 20 666 300 966 B.SC (NTQ)

7 CMCL 53 38 688 348 1036 B.SC (NTQ) 9 years

( NTE)
TOTAL 361 192 4048 1937 5985
Field Source 2023

Table 4 indicates students sum score for male (number of male students x 20 marks) and female
(number of female students x 20 marks) students for control group (schools with not well qualified
and not well experienced basic science teachers).The table indicated the total sum of scores for
both male (4048) and female (1937) students in the basic science achievement test administered
to them to be 5985.

44
4.1 Answers to Research Questions

4.1.1 Research Question 1

Research Question1: To what extent does teacher’s academic qualification influence the

academic performance of senior basic students in basic science?

TABLE 5: Basic Science Achievement Test Score for students when school basic science
teacher is well qualified (WQ) or not too qualified (NTQ).

BASIC SCIENCE ACHIEVEMENT TEST SCORE FOR STUDENTS TAUGHT BY

WELL QUALIFIED AND NOT TOO QUALIFIED TEACHERS
S/N School Name Total Sum of Scores for Sum of Scores for
Students students with well students with not too
That Took Qualified Teacher Qualified Teacher (X2)
The Test (X1)
1 CSS 93 917
2 GSSA 75 593
3 GSSE 65 646
4 ASCL 43 601

5 GSSO 130 1037

6 GSSK 111 1315
7 EISZ 58 512
8 AIS 60 966
9 ADSSL 117 1642
10 GSSL 112 902
11 GDSSL 120 1710
12 CMCL 91 1036
TOTAL 1075 7207 4670
Field Source 2023
Table 5 represents the sum of scores for students when school basic science teacher is well

qualified (WQ) which is 7207 with a total of 633 students and sum of sores for students when

school basic science teacher is not too qualified (NTQ) which is 4670 with a total of 442 students.

45
Using simple percentage for scores sum in relation to schools with well qualified teacher,

Obtainable score for students in schools with well qualified teacher = total number of students in
schools with well qualified teachers x 20 (number of test items) = 633 x 20 = 12660

Total score for students in schools with well qualified teacher x 100
Obtainable score for students in schools with well qualified teacher 1
= 7207 x 100
12660 1
= 0.56 9 x 100 = 56.9 %

Which implies that total number (633) of students in schools with well qualified teacher have a

56.9 % from their 7270 obtainable scores which indicates a good performance, above average

mark.

Using simple percentage for scores sum in relation to school with not too qualified teacher,

Obtainable score for students in schools with not too qualified teacher = total number of students
in school with not too qualified teacher x 20 (number of test items) = 442 x 20 =8840

Total score for students in schools with not too qualified teacher x 100
Obtainable score for students in schools with not too qualified teacher 1
= 4670 x 100
8840 1
= 0.528 x 100 = 52.8 %

Which implies that total number (442) of students in schools with not too qualified teacher have a

52.8 % from their 8840 obtainable scores which indicates a good performance, above average

mark.

From table 5, schools with well qualified teacher produced students with 56.9% score performance

from their obtainable score of 12660, while school with not too qualified teachers produces

students with 52.8 % score performance from their obtainable 8840 score. As such, any schools

that is having well qualified teachers of basic science produces students with good academic as

well as schools having basic science teachers not too qualified. Which means that teacher’s

46
academic qualification does not always influence academic performance of students in basic

science. There are other factors that may influence their performance positively or negatively.

4.1.2 Research Question 2

Research Question2: To what extent does the teaching experience of teachers influence the

academic performance of senior basic students in basic science?

TABLE 6: Basic Science Achievement Test Score for Students taught by well experienced
(WE) and not too experienced (NTE) teachers
BASIC SCIENCE ACHIEVEMENT TEST SCORE FOR STUDENTS TAUGHT BY
WELL EXPERIENCED AND NOT TOO EXPERIENCED TEACHERS
S/N School Name Total Students Sum of Scores for Sum of Scores for
That Took The students students
Test With well Not Too
Experienced (WE) Experienced (NTE)
Teacher (X1) Teacher (X2)
1 CSS 93 917
2 GSSA 75 593
3 GSSE 65 646
4 ASCL 43 601
5 GSSO 130 1037
6 GSSK 111 1315
7 EISZ 58 512
8 AIS 60 966
9 ADSSL 117 1642
10 GSSL 112 902
11 GDSSL 120 1710
12 CMCL 91 1036
TOTAL 1075 8097 3780

Field Source 2023

47
Table 6 represents the sum of scores for students in schools with well experienced teacher which

is 8097 with 722 students and sum of scores for students in schools with not to experienced teaches

which is 3780 with 353 students.

Using simple percentage now for scores sum in school with well experienced teacher

Obtainable score for students in schools with well experienced teacher = total number of students
in school with well experienced teacher x 20 (number of test items) = 722 x 20 = 14440

Total score for students in schools with well experienced teacher x 100
Obtainable score for students in schools with well experienced teacher 1
= 8097 x 100
14440 1
= 0.560 x 100 = 56.0 %

Which implies that total number (722) of students in schools with well experienced teacher have

a 56.0 % from their 14440 obtainable scores which indicates a good performance, above average

mark.

Using simple percentage now for scores sum in in schools with not too experienced teacher

Obtainable score for students in schools with not too experienced teacher = total number of

students in school with not too experienced teacher x 20 (number of test items) = 353 x 20 =7060

Total score for students in schools with not too experienced teacher x 100
Obtainable score for students in schools with not too experienced teacher 1
= 3780 x 100
7060 1
= 0.535 x 100 = 53.5 %

Which implies that total number (353) of students in schools with not too experienced teacher have

a 53.5% from their 7060 obtainable scores which indicates a good performance, above average

mark.

From table 6, teachers that are well experience produced students with 56.0 % score performance

from their obtainable score of 14440, while teachers not too experienced produced students with

48
53.5% score performance from their obtainable 7060 score. As such, any school that is having well

experienced teachers of basic science can produce students with good academic performance as

well as schools having not too experienced teachers. This result tends to show that teachers’

teaching experience does not always influence students’ academic performance in basic science.

Other factors beyond the scope of this study may be responsible.

4.1.3 Research Question 3

Research Question3: What is the effect of student’s gender on the academic achievement of

senior basic students in basic science?

TABLE 7: Basic Science Achievement Test Score for male and female students for school
selected
BASIC SCIENCE ACHIEVEMENT TEST SCORE FOR MALE AND FEMALE STUDENTS
IN EACH SCOOL
S/N School Name Total Male Total Female Sum of Scores Sum of scores of
That Took That Took The of male female students
The Test Test students (X1) (X2)
1 CSS 52 41 552 365
2 GSSA 55 20 403 190
3 GSSE 49 16 524 122
4 ASCL 23 20 303 298
5 GSSO 80 50 614 423
6 GSSK 76 35 893 422
7 EISZ 36 22 322 190
8 AIS 40 20 666 300
9 ADSSL 72 45 1108 534
10 GSSL 63 49 504 398
11 GDSSL 81 39 1262 448
12 CMCL 53 38 688 348
TOTAL
680 395 7839 4038
Field Source 2023

Table 7 indicates students sum score for male (number of male students x 20 marks) and female
(number of female students x 20 marks) students per school selected. The table indicated the sum

49
of scores (7839) for both male (680) and sum of scores (4038) for female (395) students in the
schools.
Using simple percentage now for scores sum in relation to male students

Obtainable score for male students = total number of male students x 20 (number of test items) =

680 x 20 = 13600

Total score for male students from schools selected x 100

Obtainable score for male students from the schools selected 1
= 7839 x 100
13600 1
= 0.576 x 100
= 57.6 %

Which implies that total number (680) of male students from selected schools have a 57.6 % from
their 13600 obtainable scores which indicates a good academic performance.

Using simple percentage now for scores sum in relation to female students

Obtainable score for female students = total number of female students x 20 (number of test items)
= 395 x 20 = 7900

Total score for female students from schools selected x 100

Obtainable score for female students from the schools selected 1
= 4038 x 100
7900 1
= 0.511 x 100 = 51.1 %

Which implies that total number (395) of female students from selected schools have a 51.1 %

from their 7900 obtainable scores which indicates a good performance.

From table 7, male student had 57.6 % score performance from their obtainable score of 13600,

while female students had 51.1 % score performance from their obtainable score of 7900. As such,

male students have good academic performance compared as well as female students in basic

science. Which means that student’s gender does not influence academic performance of students

in basic science

50
4.2 Testing of Hypotheses

A significance alpha level of 5% (0.05) will be used for the testing of the hypotheses.

The significance level, also known as alpha or α, is a measure of the strength of the evidence that

must be present in your sample before you will reject the null hypothesis and conclude that the

effect is statistically significant or not reject the null hypothesis and conclude that the test is

statistically insignificant. If the results from our t-test give us a: P≤ 0.05, it means it is statistically

significant, we shall reject the null hypothesis which is also strong evidence that the null hypothesis

is invalid. If the results from our t-test give us a: P≥ 0.05, it means that the test is not statistically

significant, we shall not reject the null hypothesis which is also strong evidence for the null

hypothesis that it is not invalid.

51
 4.2.1 Test Hypothesis 1: There is no significant effect of teacher’s academic qualification on

the academic performance of senior basic students in basic science.

TABLE 8: Basic science achievement test score for students taught by well qualified
teachers and schools with not too qualified teachers
BASIC SCIENCE ACHIEVEMENT TEST SCORE FOR STUDENTS TAUGHT BY WELL
QUALIFIED AND NOT TOO QUALIFIED TEACHERS
S/N School Total Sum Sum X1 - Ẍ1 X2 - Ẍ2 (X1 - Ẍ1)2 (X2 - Ẍ2)2
Name Students Of Of
That Score Score
Took For For
The WQ NTQ
Test (X1) (X2)
1 CSS 93 917
906.35 821470.3225
2 GSSA 75 593
582.35 339131.5225
3 GSSE 65 646
635.35 403669.6225
4 ASCL 43 601
589.65 347687.1225
5 GSSO 130 1037
1025.65 1051957.923
6 GSSK 111 1315
1303.65 1699503.323
7 EISZ 58 512
501.35 251351.8225
8 AIS 60 966
955.35 912693.6225
9 ADSSL 117 1642
1630.65 2659019.423
10 GSSL 112 902
890.65 793257.4225
11 GDSSL 120 1710
1698.65 2885411.823
12 CMCL 91 1036
1025.35 1051342.623
TOTAL 1075 7207 4670 9436837.035 3779659.535
Field Source 2023

52
Table 8 indicates the scores for students when the school teacher is well qualified (WQ) which is

7207 comprising of 633 (N1) total number of students. It also indicated scores for students when

the school teacher is not well qualified (NWQ) which is 4670 comprising of 442 (N2) total number

of students.

The formula for T-cal to use since N1 is not equal to N2is:

T-cal= ̅̅̅1 - (X
(X ̅̅̅2 )
SD1 SD2
√ +
N1 N2

Our degree of freedom =

SD1 SD2 2
( + )
N1 N2
1 SD 1 SD
N1 −1
( N 1 )2 + ( 2 )2
1 N2 −1 N2

Ẍ1= Ɛ X1 = 7207 = 11.35

N1 633
= 4670 = 10.65
Ẍ2= Ɛ X2
N2 442

2
∑(x1 − ̅̅̅)
x1
Standard Deviation (SD1) = √
N1 −1

9436837.038 9436837.038
SD1 =√
633−1
= √ =√14931.70 = 122.196
632

2
∑(x2 − ̅̅̅)
x2
Standard Deviation (SD2) = √
N2 −1

3779659.535 3779659.535
SD2 =√ = √ =√8570.656 = 92.577
442−1 441

53
 T-cal= ̅̅̅1 - (X
(X ̅̅̅2 )
SD1 SD2
√ +
N1 N2

T-cal = 11.35– 10.65 = 0.7 = 0.7 = 0.7 = 1.104

122.96 92.577
√ + √0.1942 + 0.209 √0.4032 0.634
633 442

T-cal= 1.104

Our degree of freedom = 1065.897

P –value = 0.2698 , the result is statistically not significant at P > 0.05 as such we cannot reject

the null hypothesis that Teacher’s academic qualification does not influence the academic

performance of junior secondary school students in Basic Science. It provides evidence to support

that teachers teaching qualification does not influence the level of performance of students in basic

science.

54
4.2.2 Test for Hypothesis 2: There is no significant influence of teacher’s years of experience

on the academic performance of senior basic students in basic science.

TABLE 9: Basic science achievement test score for students taught by well experienced
and not too experienced teachers
BASIC SCIENCE ACHIEVEMENT TEST SCORE FOR STUDENTS TAUGHT BY WELL
EXPERIENCED AND NOT TOO EXPERIENCED TEACHERS
S/N School Total Sum Sum X1 - X2 -Ẍ2 (X1 - Ẍ1)2 (X2 - Ẍ2)2
Name Students Of Of Ẍ1
That Score Score
Took For For
The Test WE NEW
(X1) (X2)
1 CSS 93 917 906.292 821365.1893

2 GSSA 75 593 581.786 338474.9498

3 GSSE 65 646 634.786 402953.2658

4 ASCL 43 601 589.786 347847.5258

5 GSSO 130 1037 1025.79 1052236.918

6 GSSK 111 1315 1304.29 1701177.621

7 EISZ 58 512 501.292 251293.6693

8 AIS 60 966 954.786 911616.3058

9 ADSSL 117 1642 1630.79 2659462.978

10 GSSL 112 902 890.786 793499.6978

11 GDSSL 120 1710 1698.79 2885873.874

12 CMCL 91 1036 1025.29 1051223.685

TOTAL 1075 8097 3780 9391965.514 3825060.165

Field Source 2023

55
Table 9 indicates the scores for students when the school teacher is well experienced (WE)

which is 8097 comprising of 722 (N1) total number of students. It also indicated scores for

students when the school teacher is not too experienced (NTE) which is 3780 comprising of 353

(N2) total number of students.

The formula for T-cal to use since N1 is not equal to N2 is:

T-cal= ̅̅̅1 - (X
(X ̅̅̅2 )
SD1 SD2
√ +
N1 N2

Our degree of freedom =

SD1 SD2 2
( + )
N1 N2
1 SD 1 SD
N1 −1
( N 1 )2 + ( 2 )2
1 N2 −1 N2

Ẍ1= Ɛ X1 = 8097 = 11.214

N1 722
= 3780 = 10.708
Ẍ2= Ɛ X2
N2 353

2
∑(x1 − ̅̅̅)
x1
Standard Deviation (SD1) = √
N1 −1

9391965.514 9391965.514
SD1 =√ = √ = √13026.30 = 114.132
722−1 721

2
∑(x2 − ̅̅̅)
x2
Standard Deviation (SD2) = √
N2 −1

3825060.165 3825060.165
SD2 =√ = √ = √10866.64 =104.243
353−1 352

56
 T-cal= ̅̅̅1 - (X
(X ̅̅̅2 )
SD1 SD2
√ +
N1 N2

Since x̅1 < x̅̅̅2

T-cal = 11. 214 – 10.708 = 0.506 = 0.506 = 0.506

114.132 104.243
√ + √0.1580 + 0.2953 √0.453 0.673
722 353

T-cal= 0.75

Our degree of freedom = 758.342

P –value = 0.453 , the result is statistically not significant at P > 0.05 as such we cannot reject

the null hypothesis that Teacher’s years of teaching experience does not influence the academic

performance of junior secondary school students in Basic Science. It provides evidence to

support that teacher’s years of teaching experience does not influence the level of performance of

students in basic science

57
 4.2.3 Test for Hypothesis 3: There is no significant effect of student’s gender on the academic

performance of senior basic students in basic science.

Table 10: Basic science achievement test Score for male and female students in the

schools

BASIC SCIENCE ACHIEVEMENT TEST SCORE FOR MALE AND FEMALE STUDENTS IN
THE SCOOLS
S/N School Total Total Sum Sum X1 - Ẍ1 X2 - Ẍ2 (X1 -Ẍ1)2 (X2 - Ẍ2)2
Name Male Female Of Of
That That Score Score
Took Took For For
The The Male Female
Test Test (X1) (X2)
1 CSS 52 41 552 365 540.423 354.778 292057.0189 125867.4293

2 GSSA 55 20 403 190 391.423 179.778 153211.9649 32320.12928

3 GSSE 49 16 524 122 512.423 111.778 262577.3309 12494.32128

4 ASCL 23 20 303 298 291.423 287.778 84927.36493 82816.17728

5 GSSO 80 50 614 423 602.423 412.778 362913.4709 170385.6773

6 GSSK 76 35 893 422 881.423 411.778 776906.5049 169561.1213

7 EISZ 36 22 322 190 310.423 179.778 96362.43893 32320.12928

8 AIS 40 20 666 300 654.423 289.778 428269.4629 83971.28928

9 ADSSL 72 45 1108 534 1096.42 523.778 1202143.395 274343.3933

10 GSSL 63 49 504 398 492.423 387.778 242480.4109 150371.7773

11 GDSSL 81 39 1262 448 1250.42 437.778 1563557.679 191649.5773

12 CMCL 53 38 688 348 676.423 337.778 457548.0749 114093.9773

TOTAL 680 395 7839 4038 5922955.117 1440194.999

Field Source 2023

58
Table 10 indicates the sum of scores for male students (X1) which is 7839 comprising of 680

(N1) number of male students and scores for female students (X2) which is 4038 comprising

of 395 (N2) numbers of female students from the selected schools.

The formula for T-cal to use since N1 is not equal to N2 is:

T-cal= ̅̅̅1 - (X
(X ̅̅̅2 )
SD1 SD2
√ +
N1 N2

Our degree of freedom =

SD1 SD2 2
( + )
N1 N2
1 SD 1 SD
( N 1 )2 + ( 2 )2
N1 −1 1 N2 −1 N2

Ẍ1= Ɛ X1 = 7839 = 11.527

N1 680
= 4038 = 10.222
Ẍ2= Ɛ X2
N2 395

2
∑(x1 − x
̅̅̅)
Standard Deviation (SD1) = √ 1
N1 −1

5922955.117 5922955.117
SD1 =√ = √ = √8723.056 = 93.397
680−1 679

2
∑(x2 − ̅̅̅)
x2
Standard Deviation (SD2) = √
N2 −1

14401294.999 14401294.999
SD2 =√ = √ = √36551.5 = 191.184
395−1 394

T-cal= ̅̅̅1 - (X
(X ̅̅̅2 )
SD1 SD2
√ +
N1 N2

59
T-cal = 11.577– 10.222 = 1.355 = 1.355 = 1.355
93.397 191.184
√ + √0.174 + 0.232 √0.406 0.637
680 395

T-cal= 2.12

Our degree of freedom = 505.1774

P –value = 0.0344, the result is statistically significant at P < 0.05 as such we cannot accept

the null hypothesis that student’s gender does not influence the academic performance of

junior secondary school students in Basic Science. It provides evidence to support that

student’s gender does influence the level of performance of students in basic science

4.3 Summary of the Findings

This research work which was to find out the impact of teacher’s qualification

and years of teaching experience on academic performance of junior secondary school students

in basic science, as well determine if the student’s gender influences their academic

performance in basic science. Sum of scores per school for both male and female students were

collected. Students have 7207 in schools with well qualified teachers out of obtainable scores

of 12660 in the basic science achievement test. Students have 46701 in schools with not too

qualified teachers out of obtainable score of 8840 in the basic science achievement test. There

were less students in schools (6) with not too qualified teachers which are 442 students and 653

students in schools (6) having well qualified teachers. Students have 8097 in schools with well

experienced teachers out of obtainable scores of 14440 in the basic science achievement test.

Students have 3780 in schools with not too experienced teachers out of obtainable score of

7060 in the basic science achievement test. There were more students in schools (8) with well

experienced teachers which are 722 students and 353 students in schools (4) having not well

experienced teachers. Male students, 680 of them have 7839 performance out of obtainable

score of 13600 in the basic science achievement test. And female students’ 395 of them have

4038 performance out of obtainable score of 7900 in the basic science achievement test.

60
The following are the findings of the stud results from the findings after answering

the research questions are that;

 Teacher’s qualification does not influence the academic performance of junior

secondary school students in basic science because difference between the performance of

students taught by not too qualified teachers and well qualified teachers in the basic science

achievement test is not much with about 3.2% difference. The well qualified teachers and not

too qualified teachers were able to produce students with above average performances in the

basic science achievement test. This is supported by Ali and et al. (2019) that were of the

opinion that factors like active learning, student’s attendance and involvement in

extracurricular activities, are positively related to students’ performance.

 Teacher’s teaching experience does not influence the academic performance of junior

secondary school students in basic science because difference between the performance of

students taught by not too experienced teachers and well experienced teachers in the basic

science achievement test is not much with about 2.5% difference. However, well experienced

teachers and not too experienced teachers were able to produce students with above average

performances in the basic science achievement test. Also supported by Mohamed and Abdi

(2018), that also opined that that learning technique, home-related aspects, study habits and

physical resources have a strong positive relationship with the academic performance of

students.

 Student’s gender does not influence the academic performance of junior secondary

school students in basic science because difference between the performance of male students

and female students in the basic science achievement test is not much with about 2.6%

difference. The male students and female students were able to produce above average

performances in the basic science achievement test. Supported by Eze and Inegbedion

(2018), that suggested prior academic preparation, pressure from performance expectations

61
and workload issues, student-teacher relationship, study skills, group work and culture are

some other factors related to the academic performance of international students.

The results from the findings after testing for the hypotheses are that;

 The text for hypothesis 1 have p-value of 0.2698 which is > 0.05 alpha level, thus the

null hypothesis that teacher’s qualification does not influence student’s academic performance

in basic science was not rejected. Hence, teacher’s qualification does not influence student’s

academic performance in basic science among the group studied.

 The text for hypothesis 2 have p-value of 0.453 which is > 0.05 alpha level, thus the

null hypothesis that teacher’s years of teaching experience does not influence student’s

academic performance in basic science was not rejected. Hence, teacher’s years of teaching

experience does not influence student’s academic performance in basic science among the

group studied.

 The text for hypothesis 3 have p-value of 0.0344 which is < 0.05 alpha level, thus the

null hypothesis that student’s gender does not influence student’s academic performance in

basic science cannot be accepted. Hence, student’s gender does influence student’s academic

performance in basic science among the group studied.

62
 CHAPTER FIVE

DISCUSSION OF FINDINGS,
CONCLUSION AND RECOMMENDATIONS

This chapter presents the discussion of the findings, conclusion and recommendations
of the study.

5. 1 Discussion of Findings

It was discovered that students taught by well qualified basic science teachers produced

good scores as well as those taught with basic science teachers that were not too qualified. This

indicates that basic science teacher’s qualification may not be the only factor that determines

student’s academic performance in the subject. There are other factors that would have

influenced the performance of students that are taught by not too qualified teachers to perform

well in the basic science achievement test, good/extra study habit of the students, utilization of

available physical learning resources as supported by Mohamed and Abdi (2018), are some of

the factors that would have aided their performances. The quality of teaching which includes

proper teaching method and good learning environment might also influence the student’s

performance as supported by Muhammad (2021), who pointed out that quality teaching

pertains to what is being taught and how well it is being taught, these factors influence student’s

academic performance. The findings from the research is in support of Bamigbade et al (2021)

assertion, that teacher’s qualification in any educational system determines to a great extent the

quality of the system itself since teachers that are well qualified produced students with good

academic performance in the basic science achievement test administered to them. However,

the finding is also against the assertion because teacher’s qualification alone does not determine

the extent of the quality of student’s academic performance in a school system, commitment

of the teacher as supported by Jega and Julius (2018), also influences the academic performance

of students in a school system.

63
 Basic science teachers that are well experienced were able to produce students with

good scores in the basic science achievement test administered to them and also students taught

by not too experienced teachers were able to as well produce good scores in the basic science

achievement test administered to them. This also indicates that teacher’s years of teaching

experience does not determine student’s academic performance alone, proper prior academic

preparation, good student-teacher relationship, good study skills, are some other factors that

would have aided the students taught by not too experienced teachers to perform well in the

basic science achievement test as supported by Eze and Inegbedion (2018). The socio-

economic standard of the students may also influence the performance of the students and also

proper educational system established by the country/state/LGA of the students can also

influence the academic performance of the students as supported by Golhaber and Brewer

(2017). Basic science teachers that have few years of teaching experience but have engaged in

in-service courses, tend to have good understanding of the contents and methods, which aids

in producing students with good academic performance as supported by Fullan, (2019).

The performance of male students was good in the basic science achievement test

administered to them as well as those of the female students, this indicates that gender of a

student alone does not determine the performance of students in basic science but factors like

student’s interest, being taught by well experienced teachers influence their performance as

supported by Gibbons and Dembo (2017). Students’ varying abilities, prior knowledge, and

backgrounds are also factors that would have influenced the performances of male and female

students in the basic science achievement test administered to them as supported by Stringfield

and Teddlie (2018).

64
5.2 Conclusion

The conclusion of this research work is based on the findings from the study carried out

using quasi-experimental design method, and the conclusions are that:

i. Basic science teachers that are well qualified will produce students with good academic

performance as well as basic science teachers that are not well qualified.

ii. Basic science teachers that are having long years of teaching experience will produce

students with good academic performance as well as basic science teachers that are not

having long years of teaching experience.

iii. Male and female basic science students can produce good academic performance in

basic science if proper teaching and learning factors are considered and taken care of.

5.3 Recommendations

Based on the findings for this study, the following recommendations are made:

1. The ministry of education at both state and federal level as well as local government

education authorities should ensure that they do not consider only basic science

teachers with high qualifications in areas of basic science teaching.

2. Teachers having high qualification but not in education related course are advised to

put in for postgraduate study in education related course so as to cement their brilliant

performance.

3. Basic science teachers having low qualification in education course (N.C.E) are

advised to further their education and also workshop and seminars should be organize

for them so as to improve their teaching knowledge.

4. Instructional facilities should be made readily available for the teachers to use during

teaching by the schools/government

5. The schools guidance and counselling department should have a motivational session

65
 organize for the students purposely to improve their interests in basic science

6. Monitoring and supervision should be engaged in by ministries of education to

Checkmate the activities in schools

5.4 Suggestions for Further Study

1. The effects of qualified teachers on the performance of undergraduates and

Postgraduates at institutions of higher learning.

2. Factors that affect selection of qualified and experienced teachers in secondary

schools

3. Factors that influence student’s performance in their academics.

4. Influence of physical instructional facilities on students’ academic performance

5. Influence of school and home conditions on students’ academic performance

6. The influence of school guidance and counselling department on students interest in

academics

66
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 APPENDIX A

Department of Science Education,

(Integrated Science),
Faculty of Education,
National Open University of
Nigeria,
Date:

Dear Sir,
REQUEST FOR INSTRUMENT VALIDATION

I am a final year student of the above named department from the above name university. I

am carrying out a research on the topic ‘impact of teacher’s qualification and experience on junior

secondary school students basic science academic performance in kogi state, as well as to find

out if student’s gender have any influence on their basic science academic performance in Kogi state.

I have constructed a structured questionnaire for the basic science teacher as

instrument for the research and a basic science assessment test for the selected students. In

view of this, I would like you to validate the attached self-made questionnaires and basic

science achievement test to qualify them for conduction.

I am looking forward that my request would merit your positive response. Your

positive response is highly appreciated.

Thank you and God bless.

Yours Faithfully,

Olorunfemi Adewale Samuel

Project Researcher

73
 APPENDIX B

Department of Science Education,

(Integrated Science),
Faculty of Education,
National Open University of
Nigeria,
Date:
The Principal,
…………………………………….
…………………………………….
……………………………………
Dear Sir,
LETTER OF PERMISSION TO CARRY OUT A RESEARCH WORK
I am a final year student of the above named department from the above name

university. I am carrying out a research on the topic ‘impact of teacher’s qualification and

experience on junior secondary school students basic science academic performance in kogi

state, as well as to find out if student’s gender have any influence on the academic performance of the

student’s in basic science in Kogi state. I would like to use your reputable school as a place to get

respondents to attend to my questionnaire.

I will be needing your basic science teacher to attend to my questionnaire, as well as

male and female students in junior secondary classes take a basic science assessment test.

Please be rest assured that as your staffs and students responds to these questionnaire

and test respectively, their details will be treated as confidential.

Thanks for your cooperation.

Yours Faithfully,

Olorunfemi Adewale Samuel

Project Researcher

74
 NATIONAL OPEN UNIVERSITY OF NIGERIA

PROJECT TOPIC: IMPACT OF TEACHER’S QUALIFICATION AND EXPERIENCE

ON JUNIOR SECONDARY SCHOOL STUDENTS BASIC SCIENCE ACADEMIC
PERFORMANCE IN KOGI STATE.

BASIC SCIENCE TEACHER’S QUESTIONNAIRE (BSTQ)

SECTION A

BIO DATA

Please fill the details below in upper case

NAME OF SCHOOL TECAHING:

…………………………………………………………..………………………………………

………………………………………………………………………………………………….

Tick (√) the information below by selecting the choice that relates to you

GENDER: Male ( ) Female ( )

TEACHING CLASS: JSS 1 ( ) JSS 2 ( ) JSS 3 ( )

HOW OLD ARE YOU? Under 25 ( ) 25-29 ( ) 30–39 ( ) 40-49 ( ) 50-59 ( ) 60+ ( )

75
 SECTION B

TEACHER’S ACADEMIC QUALIFICATION/TEACHING EXPERIENCE

Tick (√) the informations in the table below by selecting the choice that relates to you

1. What is your employment status as a teacher?

Full-time ( ) Part-time (50-90% of full-time hours) ( ) Part-time (less than 50% of

full-time hours) ( )

2. Do you work as a teacher of basic science at another school as well as this school?
Yes ( ) No ( )

3. What is your employment status as a teacher at this school?

Permanent employment ( )

Fixed term contract for a period of more than 1 school-year ( )

Fixed-term contract for a period of 1 school-year or less ( )

4. Select your academic qualification from the table below

S/N QUALIFICATION SELECT

1 N.C.E ( ) Qualification Grouping
2 ND ( )
S/N 1 to 4 = Not too
3 HND ( ) qualified ( NTQ)
4 B.SC ( )
5 B.ED ( ) S/N 5 to 10 = Well
6 M.ED ( ) qualified (WQ)

7 N.CE + B.ED ( )
8 B.ED + M.ED ( )
9 B.SC + P.GD ( )
10 B.ED + P.GD ( )

76
5. Select your years of teaching experience from the table below?
S/N RANGE OF SELECT
EXPERINCE YEAR Grouping
1 0 – 5 YEARS ( )

2 6-9 YEARS ( )
S/N 1 to 2 = Not too
3 10-15 YEARS ( ) experience (NTE)

4 16 – 20 YARS ( )
S/N 3 to 7= Well
5 21 - 25 YEARS ( ) experienced (WE)

6 26 – 30 YEARS ( )

7 31 – 35 YEARS ( )

6. How long have you been working as a teacher at this school?

0-5 years ( ) 6 -10 years ( ) 11-15 ( ) years 15-20 years ( ) 21-25 years ( )

26-30 years ( ) 31 -35 years () and above

7. In your teaching, are you well prepared for the elements below?

Content of the subject(s) you teach Yes ( ) No ( )

Pedagogy of the subject(s) you teach Yes ( ) No ( )

Classroom practice in the subject(s) you teach Yes ( ) No ( )

8. Are you skillful in the application of Information and Communication

Technology in your teaching process?

Yes ( ) No ( )

9. What is the enrollment of your class by gender? (Give number)

_____ Boys _____ Girls

10. Do you have instructional materials for your teaching process?

Yes ( ) No ( )

77
11. If question 10 is yes, is the instructional materials relevant to your teaching in

terms of the following:

Is it relevant to your teaching subject ? Yes ( ) No ( )

Is it readily available? Yes ( ) No ( )

Is it relevant to the age of the students? Yes ( ) No ( )

Is it useable? Yes ( ) No ( )

12. If question 10 is yes, answer the below:

Was it provided by you? Yes ( ) No ( )

Was it provided by the school? Yes ( ) No ( )

13. Your level of motivation for the teaching job is:

Very High? Yes ( ) No ( )

High? Yes ( ) No ( )

Very Low? Yes ( ) No ( )

Low? Yes ( ) No ( )

Can not tell? Yes ( ) No ( )

14. The teaching conditions( staff relationship, facilities, student’s attitude) in your

teaching school is :

Conducive? Yes ( ) No ( )

Not Conducive? Yes ( ) No ( )

Manageable? Yes ( ) No ( )

15. Do you partake in team teaching with other colleques and discussions about the

learning development of your students

Yes ( ) No ( )

16. During the last 18 months, did you participate in any of kinds of professional
development activities?
Yes ( ) No ( )

78
17. What was the impact level of the professional development activities in delivering
your teaching duties , if question number is ‘Yes’

Very Impactful ( ) Moderately Impactful ( ) Not Impactful ( )

18. If question number 16 is yes, did you pay for the activities?
Yes ( ) No ( )

19. If question number 16 is yes, did you salary supplement for undertaking the
professional development activities that took place outside regular work hours?

Yes ( ) No ( )
20. If question number 16 is yes, did you receive scheduled time for undertaking the
Professional development that took place during regular work hours?

Yes ( ) No ( )

79
 NATIONAL OPEN UNIVERSITY OF NIGERIA
PROJECT TOPIC: IMPACT OF TEACHER’S QUALIFICATION AND
EXPERIENCE ON JUNIOR SECONDARY SCHOOL STUDENTS BASIC SCIENCE
ACADEMIC PERFORMANCE IN KOGI STATE.

STUDENTS BASIC SCIENCE ACHIEVEMENT TEST (BSAT)

SECTION A

BIO DATA

Please fill the details below in upper case

FULL NAMES:

…………………………………………………………………………………..........................

NAME OF SCHOOL ATTENDING:

…………………………………………………………...……………………………………

………………………………………………………………………………………………

Tick (√) the information below by selecting the choice that relates to you

GENDER: Male ( ) Female ( )

PRESENT CLASS: JSS 1 ( ) JSS 2 ( ) JSS 3 ( )

SECTION B

OBJECTIVE QUESTIONS

Duration: 20 Minutes

INSTRUCTION: Answer all the objective questions below by underlining the correct
answer from the options provided. All Question Carry Equal Mark.

1. Which of these organs secretes carbon dioxide and excess sugar in the body?
A. Bladder B. Kidney C. Liver D. Lung E. Skin
2. The following are examples of biodegradable materials EXCEPT
A. banana B. nylon bag C. orange peels D. waste plants E. yam peelings

80
3. Which of these is a cash crop?
A. Corn B. Groundnut C. Okro D. Potato E. Yam
4. Substances taken medically for physiological set up of the body is called
A. drugs B. food C. juice D. mineral E. vitamin
5. The plant structure that gives it the green colour is the
A. cell membrane B. cell wall C. chloroplast D. nucleus E. vacuole
6. The part of a respiratory system that carries air directly to the lung is the
A. bronchi B. diaphragm C. larynx D. pharynx E. trachea
7. The human respiratory system consists of the following EXCEPT
A. bronchi B. larynx C. lungs D. rib E. trachea
8. In the female reproductive organ, eggs are stored in the
A. bladder B. clitoris C. fallopian tube D. ovaries E. uterus
9. The scapula is an example of a
A. flat bone B. irregular bone C. long bone D. short bone E. skull bone
10. Deficiency in vitamin A causes
A. abdominal pains B. anaemia C. night blindness D. ricket E. weakness
11. The following are sources of domestic accident EXCEPT
A. broken plates B. drugs C. knives D. slippery floor E. water pipe
12. The following factors affect only aquatic habitat EXCEPT
A. humidity B. salinity C. soil type D. temperature E. turbidity
13. Plants survive in water because
A. the cuticle is thick and well – developed B. the leaves have well – developed air
spaces C. the shoots are well – developed D. the trunk is big E. they have well –
developed roots
14. In which form is excess sugar stored in the body?
A. Glucose B. Glycogen C. Lactose D. Sucrose E. Sugar
15. An agent that passes pathogen from one living organism to another is
A. air B. food C. soil D. vector E. water
16. Which of these diseases can be contracted through impure drinking water?
A. Measles B. Scabies C. Tuberculosis D. Typhoid fever E. Whooping cough
17. During fertilization, the pollen and the ovule fuse to form the
A. cell B. chromosomes C. eggs D. gene E. zygote

81
18. The consequence of sexually transmitted infection is
A. abortion B. dislocation C. headache D. measles E. whooping cough
19. Which of these hormones increases the body’s metabolic rate?
A. Aldosterone B. Calcitonin C. Hydrocortisone D. Parathyroid E. Thyroid
20. In which part of the eye is the pupil located?
A. Cornea B. Eye lashes C. Iris D. Sclera E. Upper eyelid

Thank you and do understand that your data shall be treated as confidential.

Score Grade Grouping

0 to9 = Fail (F)

10 - 20= Pass (P)

82