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EDUCATION EDUCATION UNDERGRADUATE PROJECT TOPICS

IMPACT OF TEACHER QUALIFICATION AND SUITABILITY ON STUDENT PHYSICS ACHIEVEMENTS

IMPACT OF TEACHER QUALIFICATION AND SUITABILITY ON ACHIEVEMENTS

 

ABSTRACT

The goal of this y was to discover the link between instructor traits and ent academic achievement. The y was led by the education production function, which links ents’ academic success to the characteristics of teachers. The research was carried out in Yewa South, Ogun State, Nigeria. The target population included the principals of the division’s 29 secondary schools, as well as the teachers and ents of SS3. A descriptive research design was used in the y.

For data collection, a questionnaire and an interview guide were employed. The data was examined using descriptive and inferential statistics. The y discovered that teacher qualifications have a significant impact on ents’ academic success in Physics. Teachers’ attitudes toward ents, demographic features of teachers, and qualifications all had a substantial impact on ents’ academic progress.

The researcher thus recommends that immediate measures be taken to reduce the teacher-ent ratio in order to enable individual education programs to be implemented on learners, as well as a device for monitoring and evaluating curriculum implementation in schools to ensure complete syllabus coverage. Further research can be conducted to determine the extent to which other educational elements, such as gender, socioeconomic affects, the environment, and peer pressure, have an impact.

 

CHAPTER ONE

INTRODUCTION

1.1 THE STUDY’S BACKGROUND

Physics is characterized as a mode of reasoning that encourages the practice of correctness, logical systematicity, and orderly arrangement. Physics also provides us with powerful theoretical and computational approaches to increase our understanding of modern world and societal challenges, as well as to build and manage the technology sectors that support our .

All nations around the world are concerned about and challenged by quality education. This is due to fast changing technology and work demands, which have caused the educational focus to shift. We now live and work in an era dominated by computers, global communication, and a global .

A teaching qualification is one of several academic and professional degrees that allow a person to work as a certified teacher in a secondary or secondary school. Qualifications such as the Postgraduate Certificate in Education (PGCE), Professional Graduates Diploma in Education (PGDE), Bachelor of Education, and al Certificate of Education are examples of such qualifications (NCE).

The first step of obligatory education is secondary schooling. It comes after pre-school or nursery education and before secondary education. In most nations, children are required to attend secondary school, however it is permissible for parents to offer it. Secondary education’s main goals are to achieve basic literacy and numeracy among all pupils, as well as to lay the groundwork for science, physics, geography, history, and other social sciences.

Secondary education is typically delivered in schools, where the child will remain in steadily rising es until they finish and progress to high school/secondary school. Children are typically assigned in es with a single teacher who is primarily responsible for their education and welfare for the entire school year. The continuity with a single instructor and the ability to develop a close relationship with the are prominent elements of the secondary education system.

Physics is typically taught in most schools by persons with merely a supple background in Physics, such as graduates of physics, chemistry, biology, and even economics. The need to increase ents’ Physics achievement is crucial. Students’ performance in Physics, on the other hand, is determined by a complex interaction of elements both within and outside the room. These characteristics include teacher qualification, professional development acquired to assist teaching, ent socioeconomic backgrounds, and the instructional strategies used by teachers to carry out their professional activity.

Educators and scholars have been debating which school variables influence ent accomplishment for many years (Darling 2000). Ferguson (1991) found from his research in Texas that “good teachers had discernible effects on pupils’ examination performance” (p.465). Sander (1998) discovered that the “single factor influencing academic advancement of ent populations is differences in the efficiency of individual room teachers” (p.27).

Examining the links between a teacher’s certification, college/graduate school year, years of experience, and ent achievement in Physics may assist instructors and school officials in gaining a better understanding of ents’ performance. A well-prepared teacher is a vital factor in ent learning, according to the Alabama Teacher Equity Plan (2006).

All teachers in essential academic courses must be highly qualified, according to the No Child Left Behind Act (NCLB) of 2001. According to the NLCB, in order to be regarded highly qualified, instructors must have sufficient subject – matter knowledge and teaching skills to be effective teachers. Highly qualified teachers must, in particular,: –

Have full state certification as a teacher, passed the state teacher licensing exams, and have a teaching license.
Have shown subject matter expertise in all academic topics that he or she teaches, and
A bachelor’s degree is required. Jante Ecker, Ontario’s Education Minister, stated in 1999 that governments must demand teachers to have adequate skills and knowledge in order to keep teacher certifications and give the highest level of education to pupils.

1.2 THE PROBLEM’S STATEMENT

The importance of understanding the fundas of physics cannot be overstated. Physics instructors (teachers) at the lowest level of education (secondary school) must be qualified because this is the foundation upon which “everything” is built. It will be tough to develop on a shaky basis.

Secondary school teachers do their best, but to no avail. Why? Because they’re constructing on “nothing” and a shaky basis. Depending on the quality of the teacher who first exposed the “innocent” ents to the subject, phobias and bad attitudes against learning Physics could be formed immediately away.

This concerning scenario, as well as the need to improve ents’ learning and achievement in Physics in Nigeria, highlight the need of investigating the impact of Teacher Qualification and Suitability on the academic performance of Physics ents in secondary schools.

 

1.3 THE OBJECTIVE OF THE STUDY
The goal of this research was to determine the impact of teacher qualification on ents’ academic performance in Physics in Yewa South , Ogun State, Nigeria.

 

1.3.1 Objectives of the Research

To determine how teacher attitudes toward teaching affect ents’ academic achievement in Physics in Yewa South .
To investigate how instructors’ demographic factors influence ents’ academic achievement in Physics in Yewa South .
To analyze the impact of teacher qualification on ents’ academic achievement in Physics in Yewa South .
To determine how the room teacher’s teaching experience influences ents’ academic achievement in Physics in Yewa South .

1.4 QUESTIONS FOR
How does teachers’ teaching attitude effect ents’ academic achievement in Physics?
How do teachers’ demographic features affect ents’ academic performance?
How do the qualifications and suitability of the teacher affect ents’ academic performance?
How does the room teacher’s teaching experience affect ents’ academic performance?

1.5 THE STUDY’S IMPORTANCE

The y’s goal is to evaluate the relationship between ent performance and teacher qualification and suitability, as well as the extent to which they predict ent achievement in Physics in Ogun State’s Yewa South Local Government Area.

 

1.6 STUDY OBJECTIVES

The researcher’s y will be based primarily on information gathered from teachers in a few selected secondary schools in Yewa South Local Government.

 

1.5 THE STUDY’S LIMITATIONS

The y is limited to the Yewa South Local Government Area of Ogun State. Schools were chosen at random, and data was collected based on ent achievement in math tests, teacher qualification and suitability, subject major, and years of experience.

1.8 TERM DEFINITION

Student academic performance: The demonstration of knowledge obtained or skill developed in a school subject as indicated by test and examination results or marks assigned to ents by the subject teacher. This demonstrates a valued judgment placed on diverse methods of teaching-learning evaluation.

Physics: Is a very desirable instrument in almost all fields of human activity, including science, engineering, industry, technology, and even the arts. It is a key subject in the school curriculum and is regarded as information that is important to an educated person.
Physics Exam: This is a criterion exam with a variety of questions. The questions require ents to select one of four answers, and each ent is graded on a four-point scale.

Qualifications and suitability of the teacher: – According to research, the quality of Physics teachers in schools is unevenly distributed, and children with the greatest needs tend to have access to the least qualified and least effective professors (Peske and Haycock 2006)
Subject Major: – The individual teacher’s area of specialization.

– Previous teaching experience: Teachers will be ified based on whether or not they have more than five years of Physics teaching experience. According to Peske and Haycock (2006), years of experience and educational background are useful factors for measuring teacher quality. However, while they are connected with traits, they do not ensure academic achievement in ents.

 

 

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IMPACT OF TEACHER QUALIFICATION AND SUITABILITY ON ACHIEVEMENTS

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