Teachers' Quality, Instructional Strategies and Students' Performance in Secondary School Science

By Okoye, Nnamid S.; Momoh, Solomon O. et al. | Journal of Instructional Psychology, June 2008 | Go to article overview

Teachers' Quality, Instructional Strategies and Students' Performance in Secondary School Science


Okoye, Nnamid S., Momoh, Solomon O., Aigbomian, Daniel O., Okecha, Rita Ebele, Journal of Instructional Psychology


The study examined the instruction between two independent variables of Teacher Quality and Instructional Strategy on Students Performance in Secondary School Science. In trying to examine the problem of this study, three null hypotheses were generated for testing at 0.05 level of significance Factorial Analysis of variance design with one dependent variable and two independent variables at two levels.

The t-test was used in the analysis of the result. One hundred and twenty Senior Secondary School Three (S.S.S. III) Students and Twelve Biology Teachers randomly selected from six Schools in Ethiope East and Ukwuani Local Government Areas of Delta State were used as subjects for this. The result showed that the variables of teacher quality and instructional Strategy had positive significant relationship with achievement in science. Moreover, it was found that Teacher quality and Instructional strategy were two non-separate interactive independent variables in science Education. Thus, efforts should be made by all concerned with teachers' recruitment, training, certification, and science Education in general to ensure that these two variables are properly integrated into the teaching and learning of Science subjects in Secondary Schools.

**********

Teachers are important in any educational system. This is because the quality of teachers in any educational system determines to a great extent the quality of the system itself. Professional teachers in particular are crucial to the formulation and successful implementation of education policies in any country. This has explained why our National Policy on Education N.P.E. (2004) stressed the need to accord Teacher Education a prominent place in educational planning. The policy further maintains that among other things the goal of teacher education should be:

1. To produce highly motivated, conscientious and efficient classroom teachers for all levels of our educational system.

2. To provide teachers with the intellectual and professional background adequate for their assignment.... (N.P.E., 2004).

To Peters (1977), quality is the basic and indispensable feature of a thing, which differentiates it from other things. The presence of that characteristic feature to a high degree marks it out as a "thing of high quality". On the other hand, the absence or the thing to a low quality status. For example, the characteristic of a high quality science teacher relates to those attributes that enhance the fitness and efficiency of that teacher in performing the duties that are associated with science teaching. That is, a high quality science teacher is one who can competently achieve the objectives of science education.

At this point it will be pertinent to state that a professional Science Teacher is a professionally prepared teacher in contents and methods of teaching any of the Science subjects (i.e Biology, Physics, Chemistry) thereby acquiring a professional, degree in Science Education with special reference to any of the science subjects. For example, a professional University degree Biology Teacher is expected to have a B.Sc. in Education with Biology as the major subject of specialization. Other acceptable qualifications are B.Sc. (Hons) Biology with a post--graduate Diploma in Education (P.G.D.E.), and Nigeria Certification of Education (N.C.E.) with Biology in combination with any other Science subjects (such as Chemistry, Mathematics, and Physics etc). Any other teacher with qualifications outside the above one can be categorized as a non-professional Biology Teacher. The classroom efforts of these two categories of teachers will be examined in this study.

Peretomode (1992) quoting Unachukwu (1990) Clark and Star (1967), stated that a teacher in professional usage is a person trained or recognized and employed to help learning in classroom situation in order to achieve set educational goals. In most developing countries like Nigeria, the past thirty years has witnessed an unprecedente increase in the number of students enrolled in all levels of our educational system. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Teachers' Quality, Instructional Strategies and Students' Performance in Secondary School Science
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Author Advanced search

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.