Vol. 4 No. 4 (2024)
Articles

Influence of Teacher Characteristics on Secondary School Students’ Academic Performance in Chemistry in Owerri Municipal Council

Ukah Petronilla Ngozi, PhD
08066972672, cammyukah@yahoo.com/ petronillangozi800@gmail.com. Dept. of Educational Psychology/Guidance and Counselling, Alvan Ikoku Federal College of Education, Owerri, Imo State
Dara Angela O., PhD
08038413888, daraangela2011@gmail.com Dept. of Educational Psychology/Guidance and Counselling, Alvan Ikoku Federal College of Education, Owerri, Imo State
Ekine Friday, PhD
08035462021, ekinefriday985@gmail.com. Dept. of Educational Psychology/Guidance and Counselling, Alvan Ikoku Federal College of Education, Owerri, Imo State

Published 2024-04-13

Keywords

  • Teachers,
  • Characteristics,
  • Academic Achievement,
  • Chemistry

How to Cite

Ukah Petronilla Ngozi, Dara Angela O., & Ekine Friday. (2024). Influence of Teacher Characteristics on Secondary School Students’ Academic Performance in Chemistry in Owerri Municipal Council. International Journal of Research in Education and Sustainable Development, 4(4), 26-35. https://www.openjournals.ijaar.org/index.php/ijresd/article/view/525

How to Cite

Ukah Petronilla Ngozi, Dara Angela O., & Ekine Friday. (2024). Influence of Teacher Characteristics on Secondary School Students’ Academic Performance in Chemistry in Owerri Municipal Council. International Journal of Research in Education and Sustainable Development, 4(4), 26-35. https://www.openjournals.ijaar.org/index.php/ijresd/article/view/525

Abstract

The study investigated teachers’ characteristics on students’ academic performance in chemistry in senior secondary schools in Owerri Municipal Council of Imo State. Teachers’ characteristics were based on professional qualification, experience and quality of teaching on students’ academic achievement in chemistry. The research design used was the survey research design. One hundred and fifty (150) senior secondary class 2 chemistry students and twenty of their chemistry teachers were randomly sampled from all the senior secondary schools (private and public) in the area of the study. Questionnaire, standardized objective test and teachers’ interview were instruments used to collect data. Three hypotheses formulated in the study were tested and analyzed using t-test of independent samples. The result of the study showed that there is no significant difference in achievement in chemistry between students taught by professionally qualified teachers and students taught by non-professionally qualified teachers. Experienced teachers are more effective than the inexperienced teachers because students taught by the experienced teacher performed better than those taught by inexperienced teachers. Teachers’ quality of teaching did not influence students’ (private and public schools) achievement in chemistry. Recommendations made among others were that monitoring of serving teachers should be intensified to make them more effective in the delivery of their duties and that particularly public school teachers should be encouraged to do their work well by motivating them sufficiently. Some of the perceived anomalies in the result of the study should be further investigated.

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