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THE EFFECTS OF QUALIFICATION OF ENGLISH TEACHERS ON THE PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN EXTERNAL EXAMINATIONS (A CASE STUDY OF SELECTED SCHOOLS IN KARU LOCAL GOVERNMENT AREA)
Abstract:
The study examined the impact of teachers’ qualification and experience on students’ performance in Colleges of Education in Kaduna State, Nigeria. Two Colleges of Education in Kaduna state were used for the
study. A total of twenty (20) teachers and one hundred (100) students were randomly selected from the two Colleges of Education. The data was collected using questionnaire and students’ test scores. Data was analyzed using frequency counts, percentages and t -test. The results revealed that a significant difference existed in the performance of students taught English language by professional and experienced teachers. The study recommended among others, that only qualified and experienced teachers should be allowed to teach in Colleges of Education
in Kaduna state, Nigeria. All non professional and unqualified teachers should be encouraged to pursue their post graduate studies (such as Post Graduate Diploma in Education, Master’s and Doctoral degrees in Education) on a part-time or full-time basis. This will help to improve the quality of their teaching and consequently improve
the performance of students and the quality of teacher education in Nigeria. Keywords: Impact, teachers, qualification, experience, students, performance, Nigeria
Education.
INTRODUCTION/BACKGROUND TO THE STUDY
Many factors contribute to a student’s academic performance, including individual characteristics, family and
Neighbourhood experiences. But research such as Jordan, Mendro and Weersinge (1997) suggests that among
school related factors, teachers matter most. When it comes to student performance on reading and math tests,
a teacher is estimated to have two or three times the impact of any other school factor, including services,
facilities and even leadership (Mohammed and Yusuf, 2015).
Effective teachers are best identified by their performance not by their background or experiences. Despite
common perceptions, effective teacher cannot reliably be identified based on where they went to school,
whether they are registered or how long they are taught. The best way to asses teachers’ effectiveness is to
look at their on the job performance including what they do in the classroom and how much progress their
students make on achievement tests. Quality teachers are considered to be those who bring about student
learning. (Harris and Sass, 2006)