Impact of teacher’s competence, students’ attitude on student’s academic achievement in Basic Science in Obio Akpor LGA of Rivers State

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CHAPTER ONE

INTRODUCTION

• Background to the Study

The impact of a teacher’s competence and students’ attitude on academic achievement in Basic Science in Nigeria has been a subject of extensive research. A study by Akinsolu (2010) found that teacher competence significantly influences students’ academic performance. The study revealed that teachers who are well-trained and knowledgeable in their subject areas tend to produce students with better academic performance. This is because such teachers are better equipped to deliver the curriculum effectively, engage students in meaningful learning experiences, and provide appropriate feedback on students’ learning progress.

Furthermore, students’ attitude towards learning also plays a crucial role in their academic achievement. According to a study by Ajiboye and Tella (2007), there is a significant relationship between students’ attitude towards Basic Science and their academic performance in the subject. The study found that students who have a positive attitude towards Basic Science tend to perform better academically than those with a negative attitude. This is because a positive attitude towards learning enhances students’ motivation, engagement, and persistence in learning tasks.

However, the interplay between teacher competence and students’ attitude in influencing academic achievement is complex. A study by Ogunyinka, Okeke, and Adedoyin (2015) found that while both teacher competence and students’ attitude significantly influence academic achievement, their combined effect is greater than their individual effects. This suggests that improving teacher competence and fostering positive attitudes towards learning among students are both crucial for enhancing academic achievement in Basic Science in Nigeria.

Despite the significant impact of teacher competence and students’ attitude on academic achievement, there are other factors at play. For instance, a study by Oloruntegbe and Omoifo (2011) found that students’ socio-economic background and school environment also significantly influence academic achievement in Basic Science. This suggests that efforts to improve academic achievement should also consider these factors.

In conclusion, the literature suggests that teacher competence and students’ attitude significantly impact academic achievement in Basic Science in Nigeria. However, their combined effect is greater than their individual effects, and other factors such as students’ socio-economic background and school environment also play a significant role. Therefore, efforts to improve academic achievement in Basic Science in Nigeria should adopt a holistic approach that considers all these factors.

• Statement of the Problem

The problem of academic achievement in Basic Science in Nigeria is a multifaceted issue that has been the subject of numerous studies. One of the key factors that have been identified as having a significant impact on academic achievement is the competence of the teacher. According to a study by Adu and Olufemi (2010), there is a strong correlation between teacher competence and student achievement. The study found that teachers who are well-trained and knowledgeable in their subject matter are more likely to have students who perform well acadically.

Another factor that has been identified as having a significant impact on academic achievement is the attitude of the students. According to a study by Ogunniyi (2007), students who have a positive attitude towards their studies are more likely to perform well academically. The study found that students who are motivated and have a positive attitude towards learning are more likely to succeed in their studies.

However, despite the significant impact of these two factors, there is a lack of comprehensive research on the combined impact of teacher competence and student attitude on academic achievement in Basic Science in Nigeria. This gap in the literature is problematic as it prevents a full understanding of the factors that influence academic achievement in this subject.

Furthermore, the existing research on this topic is largely quantitative, with few qualitative studies exploring the experiences and perspectives of teachers and students. This lack of qualitative research limits our understanding of the complex and nuanced ways in which teacher competence and student attitude interact to influence academic achievement.

In addition, there is a need for more research on the specific context of Basic Science in Nigeria. The majority of the existing research on this topic has been conducted in other countries, and it is unclear whether the findings of these studies are applicable to the Nigerian context.

There is a pressing need for more research on the impact of teacher competence and student attitude on academic achievement in Basic Science in Nigeria. This research is necessary to inform educational policies and practices, and to ensure that all students have the opportunity to succeed academically.

• Aim and Objectives of the Study

The aim of the study is to examine the Impact of teacher’s competence, students’ attitude on student’s academic achievement in Basic Science in Obio Akpor LGA of Rivers State. The specific objectives of the study are:

1. To examine the correlation between teacher’s competence and student’s academic achievement in Basic Science.
2. To investigate the influence of students’ attitude towards Basic Science on their academic performance.
3. To assess the combined effect of teacher’s competence and students’ attitude on student’s academic achievement in Basic Science.
4. To find out the impact of teacher’s composure on student’s academic achievement in Basic Science.

• Research Questions

The research questions are buttressed below:

1. Is there a significant correlation between a teacher’s competence and a student’s academic achievement in Basic Science?
2. How does a student’s attitude towards Basic Science influence their academic performance?
3. What is the combined effect of a teacher’s competence and a student’s attitude on a student’s academic achievement in Basic Science?
4. How does a teacher’s composure impact a student’s academic achievement in Basic Science?

• Research Hypothesis

The hypothetical statement of the Study is buttressed below:

H_O: Teacher’s competence has no significant impact on student’s academic achievement in Basic Science.

H₁: Teacher’s competence has significant impact on student’s academic achievement in Basic Science.

• Significance of the Study

The significance of the study on the impact of teacher’s competence and students’ attitude on student’s academic achievement in Basic Science is multi-faceted. Firstly, it provides an understanding of the role of teacher’s competence in shaping the academic achievement of students. A competent teacher, equipped with the necessary skills and knowledge, can effectively deliver the curriculum and engage students in meaningful learning experiences. They can also adapt their teaching methods to cater to the diverse learning needs of students, thereby enhancing their understanding and performance in Basic Science.

Secondly, the study highlights the influence of students’ attitude on their academic achievement. A positive attitude towards learning can motivate students to actively participate in class, complete assignments on time, and strive for academic excellence. On the other hand, a negative attitude can hinder their learning progress and academic performance. Therefore, understanding the impact of students’ attitude can help in developing strategies to foster a positive learning environment and attitude among students.

Thirdly, the study underscores the interplay between teacher’s competence and students’ attitude in shaping academic achievement. A competent teacher can inspire a positive attitude among students, which in turn can enhance their academic achievement. Conversely, a negative attitude among students can affect the teacher’s ability to effectively deliver the curriculum, thereby affecting academic achievement.

Fourthly, the study provides valuable insights for policymakers and educators in improving the quality of education. By understanding the impact of teacher’s competence and students’ attitude on academic achievement, they can develop policies and strategies to enhance teacher competence and foster a positive attitude among students. This can lead to improved academic achievement and overall quality of education.

Fifthly, the study contributes to the existing body of knowledge in the field of education. It adds to the understanding of the factors influencing academic achievement, which can be useful for future research. It also provides a basis for comparison with other studies, thereby enriching the discourse on academic achievement.

Lastly, the study has implications for parents and the wider community. By understanding the impact of teacher’s competence and students’ attitude on academic achievement, parents can support their children’s learning at home and foster a positive attitude towards education. The wider community can also support schools in their efforts to enhance teacher competence and foster a positive learning environment. This collective effort can contribute to improved academic achievement and the overall development of students.

• Scope of the Study

The study examines the impact of teacher’s competence, students’ attitude on student’s academic achievement in Basic Science in Obio Akpor LGA of Rivers State. The study is restricted to secondary school in Obio Akpor LGA of Rivers State.

• Operational Definition of Terms

1. Impact: In the context of this study, impact refers to the effect or influence that one factor, such as a teacher’s competence or a student’s attitude, has on another, such as a student’s academic achievement.
2. Teacher’s Competence: This refers to the ability of a teacher to effectively impart knowledge and skills to their students. It encompasses a range of skills including subject knowledge, pedagogical skills, communication skills, and the ability to engage and motivate students.
3. Students: In this context, students are individuals who are actively engaged in learning, typically within a school or other educational institution. They are the recipients of the teaching and their attitudes and responses can significantly affect their academic achievement.
4. Attitude: This refers to the way a student perceives or approaches their education. It can include their enthusiasm for learning, their belief in their own abilities, their willingness to engage with the material, and their overall mindset towards their studies.
5. Student’s Academic Achievement: This refers to the measure of a student’s success in their educational pursuits. It can be measured in various ways, including grades, test scores, completion of educational milestones, and overall comprehension of the subject matter.
6. Basic Science: This is a term that refers to the study of the fundamental concepts of science, including physics, chemistry, and biology. It forms the foundation for understanding more complex scientific concepts and phenomena. In the context of this study, it likely refers to the subject matter being taught and learned.

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Impact of teacher’s competence, students’ attitude on student’s academic achievement in Basic Science in Obio Akpor LGA of Rivers State