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THE
INFLUENCE OF TEACHER’S PROFESSIONAL TRAINING ON STUDENTS’ ACADEMIC ACHIEVEMENT
ABSTRACT
This research study which focused on
finding the influence of teachers’ professional training on students’ academic
achievement was limited in one secondary school “Modern Idea College” (MIC),
Enugu as the area of the study where the entire senior secondary school III
were the target population from which a sample of 60 participants (students)
were randomly selected, splint into two group (experimental and control group),
thereafter, each group was treated with teaching in two subjects (English
Language and Mathematics). These two subjects were taught to each group evenly
but while the experimental group was taught by professionally trained teachers,
the control group was under unprofessionally trained teachers (quacks). A
standardized (NECO) achievement test was administered to the two groups at the
same time after four weeks lesion period (treatment). The scores form these two
groups were compared and finally subjected to a test of significant
(independent t-test). The result of the comparison indicated a wide different
in the groups academic achievement and gave ground for the researcher to reject
his original null hypothesis and accept the alternative which stated that
“there will be a significant difference between the score of the two groups.
The significant influence of the independent variable (professional and
unprofessional) on the dependent variable (academic achievement) of the study
was determined by a t-result which disproved the second null hypothesis and
granted acceptability to its alternative which advocated that the academic
achievement of learners will be influenced by their teacher’s level of
professional training significantly”. To this, the researcher was able to
establish that level of teacher’s professional training goes a long way in
determining the learning quality of the learners.
CHAPTER ONE
INTRODUCTION/
BACKGROUND
In every society of the world,
irrespective of cultural differences and geographical demarcations, the need to
socialize the young members of the society equip them with the knowledge,
skills and attitude that empower them to contribute towards the realization of
the society’s set goals is deemed prior.
In recognition of this fact, every
society strives for institutionalization of socializing agents ranging form the
families, churches, schools to many other legalized bodies designated with the
responsibilities of ensuring the creation and maintenance of this dependable
transformation of behaviour to a worthwhile type in the youths.
Of all the functional institutions of
socialization the school is central. This is probably because it creates and
controls the behaviors of other agents of socialization by selecting and
impacting in them the designed and functional behaviour as dictated by the
philosophical and cultural values of the society in question.
The above premises therefore lend
credence to admit that every nations scientific and technological development,
economic and political securities and actualization o general goals and
objectives as well world recognition are heavily anchored on the nation’s
formal education system.
Since the departure of the colonial
masters, Nigeria in particular and other developing countries in general suffer
relating, a significant shortfall in the standard of education when the
academic achievements of their student are measured against expectations.
Government in her attempts to address this issue has, through various National
Curriculum Conferences and National Policies of Education (NPE), created, some
educational system like: 6-3-3-4 system which was outcome of 1969 National
Curriculum Conference followed by Universal Primary Education (UPE) and
Universal Basic Education (UBE/ Basic 9) all in quest to meet National goals
through education (Fafuruwa 2004).
Primarily, these efforts were
advanced towards reversing the selfish philosophy of education by the colonial
hunters back to suit our indigenous needs.
To this end, detailed consideration
of the professional competence of our teachers became less u effect leaning to
contamination of teaching profession with a dominating number of unprofessional
(quacks). Thus, while the efforts were on changing the philosophy of education
and curriculum development for indigenous uses the axes of the educational
institutions an systems were denied attention. Since this period to recent
time, our school products 9graduates) have been characterized by poor academic
achievement, insufficient scientific and technological know-how, lack of
initiative, poor business attitude, poor professional skills and competences
and so on which have formed a base for examination mal-practice, social ad
political crime and retarded national development.
However, thanks to teachers
Registration Council (TRC) of Nigeria, a body established by the Act no 31 of
1993 to among other things; register teachers growth, teachers, regulate and
control the teaching profession, ensure ethical rejuvenation by enforcing rules
and regulations guiding the teaching and learning as a profession, prescribe
the standard of entry into the profession, show warning signals to intruders
(quacks) into the profession etc.
Though the above observed educational
problem can be attributed to so many other factors the study is walled to seek
if any the impact of (TRCN) directives on academic achievement of the students
by comparing the achievement score of students taught by professional teachers
with the scores of those under unprofessional teachers to determine the
influence of professionalism in teacher’s products (learning).
1.2 Statement of the problems
Common observations complains in
examining rate the degree of poor academic achievement among secondary school
students and beyond.
This poor academic achievement leads
to uncontrable examination mal-practice in our total school system which
probably account for certification of ignoramuses who prefer paper certificate
to knowledge and skills required for the survival of individual and thee entire
society.
The condition when left unchecked in
any society threatens to obliterate among other things; social order,
man-power, national development and replace them with social crime and
underdevelopment.
1.3 Purpose of the study
The primary objective(s) of this
study are; to find out whether the scores of achievement test in English
Language an Mathematics subjects from students taught by professional trained
teachers will vary form the scores their counterpart in the same test (English
Language trained teachers (quacks).
To test the
significant differences if any
And
To establish
a generalizable conclusion bas eon a systematically refined evidence.
1.4 Significance of the study
The beneficiaries of this study will
include, the ministries of education, policy makers in education matter who
would want a base to stand a decision on the level of training that will
certify a professional teacher.
The study will help (TRC) see in
concrete form, the outcome of their effort towards sanitizing educational
setting off (quacks) unprofessional teachers.
Colleges of education will gain from
the research result if confirmed positive, as the need and quest to join their
various programmes by intended teachers and practicing quacks will increase.
When professional are engaged in
teaching students in general will benefit as they will find learning thereby
reducing exam mal-practices.
The general society will actualize
the goals and aims set in education if the hypothesis of this study is
supported by the finding and the recommendations implemented by the government
and school authorities.
1.5 Research Question
Considering the researcher’s set
objective and significance for the study, the asked the following research
questions to control the study.
i. Is there any difference between the
academic achievement of student taught by professional teachers and the
academic achievement of those taught by unprofessional teachers (quacks)?
ii. Is teacher’s level of professional
training an influencing factor on students’ academic achievement?
1.6 Research Hypothesis
Tentatively,
the researcher advanced the following null hypothesis to enable him answer the
research questions.
1. There will be no difference
between the academic achievement of the students taught by professional trained
teacher and the academic achievement of these taught by unprofessional trained
teachers (quacks).
2. Level of teacher’s professional
training will not influence learner’s academic achievement significantly.
1.7 Scope/ Delimitation of the Study
In consideration of financial and
time constraint, the area of this study has been delimited to one secondary
school in Enugu Urban (Modern Ideal College, Abakpa Main campus). The targeted
population is all the senior secondary class III students with sample size of
sixty (60) participants.
1.8 Definition of Terms
Conceptual
Definition
Profession
Professional
Professionalism
Professional
training
Discourse
Academic
Achievement
By the
above, the researcher meant as following;
Profession:
Is a type of job that needs special training or skill, especially one that
needs a higher level of education. Hornby 2005).
Professional:
Is one with qualities showing that he is well trained and extremely skilled.
Hoinby (2005)
Professionalism:
Is the practice of using a professional in a job. Hoinby (2005).
Professionalization:
Is a number of detailed training specially designed foe members of a given
profession. Coquillete (1998).
Discourse:
Is a long and serious treatment or discussion of a subject. Hoinby (2005).
Operational
Definitions
Profession
Professional
Professionalism
Professional
training
Discourse
Academic
Achievement
By the
above, the researcher meant as following;
Profession:
A specialized field of work (trade) like teaching, medicine etc which requires
specific sequences of training in addition to general education before a person
can take such work.
Professional:
Professionalism:
Professionalism is the practice of a profession by having all it takes and
delivering the quality of service expected of the profession.
Professionalization:
this is the rigorous processes a person has to under go to be qualified as a give professional in a specific field.
Discourse:
This refers to a number of long and serious treatment in a specific area
(profession) an intending professional must undergo to equip himself for the
challenges of the profession.
Academic
Achievement: This is the observable and measurable change in a learners
behaviour as a reflection of teaching or lesson treatment. Obieze (2009).
Teaching
Treatment: This is any designed lesson programme aimed at inculcating a
specific worthwhile behaviour skill or attitude in learner(s). Especially in school. Obieze
(2009).
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