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EDUCATION EDUCATION UNDERGRADUATE PROJECT TOPICS

DETERMINANTS OF SECONDARY SCHOOL STUDENT ACADEMIC PERFORMANCE: TEACHER QUALITY AND WORK ENVIRONMENT

DETERMINANTS OF SECARY SCHOOL T ACADEMIC PERFORMANCE: TEACHER QUTY AND WORK ENVIRONMENT

 

CHAPTER ONE

1.1 TO THE

The importance of qualified teachers and a positive school environment in secondary schools today cannot be overstated. The reason for this is that the school environment has a significant impact on the quality of education ents receive. This means that schools that fail to provide the necessary learning facilities and create a conducive environment for teaching and learning, combined with qualified teachers, will struggle to bring out the best in their ents, particularly in terms of academic performance.

The quality of education is determined not only by the teacher’s teaching abilities, but also by his or her ability to effectively control the school environment (Ajao, 2001). Many factors may contribute to ents’ poor school achievement, including poor y habits and a lack of available resource materials, a poor school climate, indiscipline, insufficient facilities, teachers’ ineffectiveness, the teaching method and the type of learning environment available to both ents and teachers.

The ineffectiveness of the teacher as a cause of poor ent performance can be narrowed down to their qualification in the subject(s) being taught. Learning can also be defined as effective interaction with one’s environment. The term “environment” refers to the availability of facilities that aid in ent learning and have a positive impact on their academic performance.

This environment includes books, audio-visual, software, and hardware of educational technology, as well as the size of the classroom, sitting position and arrangement, availability of tables, chairs, chalkboards, and shelves on which practical instruments are arranged (Farrant, 1991 and Farombi, 1998).

However, the extent to which some teachers exhibit high levels of indiscipline in the school environment does not appear to portray them as role models. As a result, they rather encourage indiscipline among ents through their attitudes, which may have a negative impact on ents’ academic achievement.

Teachers, on the other hand, can make or break the school curriculum; thus, their adequacy and quality, such as qualification, experience, attitude, and personality for better service delivery, must be assessed on a regular basis by the school authority, so that ents’ academic performance is not jeopardized.

The availability of qualified teachers is a major determinant of ent performance in schools, according to Akinsolu (2010). According to Coonen (1987), teachers who had received in-service training were more effective in the classroom than teachers who had not received any form of training.

Many scholars and researchers disagree that school environments, including teacher administration, play a more important role in positive academic performance than other variables (Patrick, 2005). The importance of teachers in learning cannot be overstated.

Teachers are said to have a great deal of influence over their ents’ classroom practices. Teachers should have and use specific teaching skills and abilities that can be seen in their ents’ performance in the subject they teach, so that the ents can make the connection between what they learn in school and its application in real-life problem solving.

 

1.2 DEFINITION OF THE PROBLEM

The impact of teacher quality and school environment on ents’ positive academic achievement has long been a source of concern for educational stakeholders and researchers. This is evident in the high rate of ent failure in both internal and external examinations, which could be attributed to a lack of basic infrastructural facilities such as good buildings and classrooms, as well as teacher qualification, experience, and competence.

However, several research ies have failed to identify other factors such as school climate, discipline and physical facilities, teacher quality, school location, and overcrowding in classrooms as being responsible for ents’ poor academic achievement. The researcher, on the other hand, is looking into the impact of teacher quality and work environment on secondary school ents’ academic performance.

1.3 THE ’S OBJECTIVES

For the Research Project, the following are the y’s objectives:

1. To investigate the quality of teachers as determinants of secondary school ents’ academic performance.

2. To ascertain the impact of the work environment on the academic performance of secondary school ents.

3. Identifying factors influencing secondary school ents’ academic performance

 

1.4 QUESTIONS FOR RESEARCHER

1. What are the effects of the work environment on the academic performance of secondary school ents?

2. What is the relationship between the quality of the teacher and the academic performance of secondary school ents?

3. What factors influence secondary school ents’ academic performance?

 

1.5 THE HYPOTHESIS

1st Hypothesis

HO: The academic performance of secondary school ents is not determined by the quality of their teachers.

HA: The academic performance of secondary school ents is determined by the quality of their teachers.

2nd Hypothesis

HO: The work environment has no effect on the academic performance of secondary school ents.

HA: The work environment has an impact on the academic performance of secondary school ents.

 

1.6 THE IMPORTANCE OF THE

The findings of this y will serve as a useful guide for school administration/boards in terms of the type of school environment that can promote better learning among secondary school ents.

The findings of this y will also help to maintain discipline among teachers, given the important role they play in ents’ academic performance.

The findings of this y will also help to educate school administration and the school board about the quality of teachers employed.

This research will also serve as a resource base for other scholars and researchers interested in conducting further research in this field in the future, and if will go so far as to provide new explanations for the topic.

1.7 THE ’S SCOPE AND LIMITATIONS

The assessment of a selected secondary school, its environment, and the teachers will be covered in this y on teacher quality and work environment as determinants of secondary school ents’ academic performance.

1. Financial constraint- Inadequate funds tend to impede the researcher’s efficiency in locating relevant materials, literature, or information, as well as in the data collection process (internet, questionnaire and interview).

2. Time constraint- The researcher will conduct this y while also working on other academic projects. As a result, the amount of time spent on research will be reduced.

 

1.8 TERMS

1. A teacher is someone whose job it is to pass on information and educate ents about various subjects.

2. Student: a person who is formally engaged in learning, particularly one who is enrolled in a school or college

3. Environment: the setting or conditions under which a specific activity is carried out.

4. Performance: the completion of a given task as measured against known preset standards of accuracy, completeness, cost, and speed.

REFERENCES

Ajao, A. (2001). The impact of teachers on ents’ academic performance 5th Annual Journal of Education and Practice (22).

Akinsolu, O. (2005). The of resources and the internal efficiency of public secondary schools in Osun State, Nigeria. , unpublished. University of Ilorin, Department of Educational Management

J.G. Farombi (1998). Resource concentration, , and management as predictors of ents’ learning outcomes: an Oyo State School Quality y Ph.D. thesis, University of Ibadan, unpublished.

J. S. Farrant (1991), Principles and Practice of Education (Tenth Edition). Longman, Singapore.

B. Patrick (2005). Why children should not be compared in education for Kenya’s Quality Information Magazine

 

 

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DETERMINANTS OF SECARY SCHOOL T ACADEMIC PERFORMANCE: TEACHER QUTY AND WORK ENVIRONMENT

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