Download complete project materials on Influence Of Teachers’ Characteristics On Students’ Academic Performance In Biology In Selected Secondary Schools In Nigeria from chapter one to five with references and abstract
ABSTRACT
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Academic performance of students is the basis for achieving the general aims and objectives of education which is to provide integrated citizenry who will be useful to themselves and the society at large. In view of this, this study conducted an Influence of Teachers’ Characteristics on Students ‘Academic Performance in Biology in Selected Secondary Schools in Ilorin Metropolis.
The descriptive research survey was adopted for the study. Simple random sampling technique was employed to select twenty (20) Secondary Schools in Ilorin Metropolis and was also used to draw a total sample of 100 respondents which varies from each other.
In other words, while in some of the schools, three respondents were sampled, in some schools two respondents were sampled. The Biology result of 2 years period (2015-2017) for the five secondary schools were obtained from the school administrators. The 3 data research questions were analysed using frequency count and percentages while t-test and were used to test the hypotheses postulated at significant difference of 0.05.
The findings of the study revealed that the academic performance of senior schools in Biology Students in Ilorin Metropolis between 2015-20] 7 was fair and the major factors responsible for the fair performances are teachers’ experience in Biology, teacher ‘s attitude, teacher‘s qualification, gender and relationship between teachers and students in senior secondary school in Ilorin Metropolis.
Based on the findings of the study, it was recommended that the teachers should intensify more efforts on developing themselves on their interpersonal skills with their students as this will go a long way in helping them identify the problem areas of the students in their subject.
Also, both male and female biology teachers should be given opportunities in the assessment of students. Teaching experienced of biology teachers should not be a barrier to recruitment into teaching job or a measure for judging the academic performance of students in Biology.
TABLE OF CONTENTS
Title Page
Approval Page
Dedication
Acknowledgements
Abstract
Table of Contents
List of tables
CHAPTER ONE
INTRODUCTION
Background to the Study
Statement of the Problem
Purpose of the Study
Research Questions
Research hypotheses
Scope of the Study
Significance of the Study
Clarifications of major Terms
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Science and Biology in Senior Secondary School
Concepts of Academic Performance and Teacher Characteristics
Teachers’ Qualification and Students’ Academic Performance
Teacher’s Year of Teaching and Students’ Academic Performance
Teachers’ Attitude and Students’ Academic Performance
Teachers’ Gender and Students’ Academic Performance
Appraisal of the Literature Reviewed
CHAPTER THREE
RESEARCH METHODOLOGY
Research Design
Population, Sample and Sampling Procedure
Research Instrument
Validation of the Instrument
Procedure for Data Collection
Data Analysis Techniques
CHAPTER FOUR
DATA ANALYSIS AND RESULTS
Data Analysis
Summary of Findings
CHAPTER FIVE
DISCUSSION, CONCLUSION AND RECOMMENDATIONS
Discussion
Conclusion
Recommendations
Suggestions for further studies
CHAPTER ONE
INTRODUCTION
Background to the Study
Science is an intellectual activity encompassing the systematic study of the structure and behaviour of the physical and natural world through observation and experiment. Merriam-Webster (2016) defines science as the knowledge about or study of the natural world based on facts learned through experiments and observation. The National Academy of Sciences (2008) cited by Hohenberg (2010) defined science as the use of evidence to construct testable explanations and predictions of natural phenomena, as well as the knowledge generated through its process.
To that end science is an important subject taught to children in schools. Many reasons have been given to support its teaching. In other words, there are many reasons we can offer to justify putting energy into providing students with the opportunity to learn science (Settlage &Southerland, 2012).
- It helps the children to have a worldview of science. In other words, they will begin look at things in a way that is probably not the same as others.
- The value system of science influences the way children think.
- Children learn to question and satisfy their curiosity through science.
- It enables children to be open-minded.
- It inculcates in the children the spirit of skepticism thereby pushing them to always seek more data to become convinced (p.xi).
Science, as taught in secondary schools, is divided into; natural science, physical science and social sciences. Sometimes, it is discussed under pure and applied science and covers such subjects as physics, chemistry, biology, etc.
Of these subjects, biology is the only one that cuts across and concerns all students. Unlike physics and chemistry for instance, biology is the only science subject offered by all students in science class.
This implies that biology occupies a very sensitive position in medical science and other related disciplines. This informs several efforts geared towards studying biology at secondary school level of education. Hence, it is one of the science subjects a student must pass so as to offer some science courses at tertiary level of education (Akinfe, Olofinniyi & Fashika, 2012).
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