THE EFFECTS OF QUALIFICATION OF ENGLISH TEACHERS ON

THE PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN

EXTERNAL EXAMINATIONS (WAEC,NECO,NAPTEB).

BY

OYELAKUN OJETOLA OLABISI

NOU181049565

B.A (ED) ENGLISH.

 CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND TO THE STUDY

The quality of education is directly related to the quality of

instruction in the classrooms. It is a fact that the academic

qualifications, knowledge of the subject matter, competence, and

skills of teaching and the commitment of the teacher have effective

impact on the teaching learning process (National Education Policy

1998-2010). Quality improvement in education depends upon

proper training of teachers. The teachers cannot play any of the

roles unless properly trained (Yadved and Singh, 1988). The

performance of students especially in external examinations goes a

long way to show the level of preparedness of the student definitely

by qualified teachers.

Teaching is an art. It can be refined by training and practice. The

availability of competent teachers is central in the reconstruction of

the educational system. English Language has acquired the status

of a global language (Crystal, 1997). Keeping in view the growing

need and importance of English language in every walk of life,

English Language is made a compulsory subject in Nigeria from the

very beginning of the academic career. This increasingly

necessitates good quality initial preparation for non-native speaker

teachers in the school system (Cullen, 1994).

English Language is taught as a compulsory subject and also the

whole teaching learning process is carried out in English language.

In other words, English Language is also the medium of instruction

in Nigerian schools. This enables the students of these schools to

learn English Language in an environment where most of the

interaction between the teacher and the students is in English

(Fuller & Clark, 1994). As a result, the students of these schools are

more proficient in English Language and perform well in the

external examinations.

In some schools, however, the teaching of English Language is done

somewhat differently and the proficiency in the language is

somewhat inadequate. The traditional grammar translation method

is favorite with the teachers and there is hardly any exposure to

English language inside or outside the class. Most of the activities

in the class are done in the vernacular or the mother tongue. The

students resort to memorization and cramming.

The teacher is the facilitator of examinations rather than of

learning. The students memorize, translate and retranslate and,

finally reproduce the crammed information or knowledge in the

external examinations. No creativity is witnessed on the part of the

students from this kind of teaching experience (Baumgardner,

1993). The reason is that the teachers themselves are not qualified

or competent enough to teach English Language efficiently. This

causes poor results in English Languge eventually leading to

highest failure percentage in English Language at external

examinations. Thus English Language becomes the biggest hurdle

(particularly for the students from rural areas) in the way to getting

higher education and the key administrative posts. In its annual

report, Federal Public Service Commission (1998) reported that

English language as the medium of expression in the external

examination is depriving the students of some poor institutions to

compete with their counterparts from highly placed institutions.

 English as a language plays a number of roles in the socio-

economic, political and cultural development of Nigeria society. The

continued slide in the performance of students in the English

language in external examinations is a course for great concern not

only for the teachers but also for all stake holders in the business of

education. This is more worrisome when one considers the fact that

English Language doubles as a medium of instruction in Nigerian

schools as well as our linquafranca. The central role of English

Language cannot, therefore, be wished away. The pattern of failure

has, however, shown that the incidence appears to be higher in

some schools than it is with other schools. A number of factors

have been linked to the courses but more relevant is the issue of

qualification of the teachers. This is more important because in the

business of teaching and learning, teachers offer only what they

have; you cannot offer what you don’t have. The qualification of

teachers involved in teaching and learning has great roles in the

performance of students and it is to find out these effects that this

study is set out to accomplish. Chomsky (1972) “states that one can

not really teach a language but can only present the conditions in

which it will develop spontaneously in the mind in its own ways”

1.2 STATEMENT OF THE PROBLEM

Language teaching has been the primary focus of applied

linguistics. Formal instruction does not work in vacuum. School

environment, teacher qualifications, curriculum and instructional

approaches, and many other factors interact to produce growth in

student academic skills and knowledge. There is sufficient empirical

evidence that suggests that the academic performance of students

relies substantially on the teachers they are assigned. Classroom

based research is valid enough to determine whether the learners

are receiving appropriate content instruction or not. Pennington

(1989) says that the quality of teaching must be considered in

determining what results can be expected. He further states that

teachers make decisions about classroom management based upon

the achievement gains. Thus we can say that findings about the

relationship between teacher characteristics and student academic

performance scores are important in determining the policy about

the teachers. It is assumed that only those who have professional

training in English Language teaching should teach English

language. The English Language teacher should be the one whose

competence and proficiency in all the language skills are in a good

measure. But especially in written and conversational English

Language, is not deficient. The English Language teacher should

have a good knowledge of current usage and the theoretical aspects

of English Language. In Nigeria today, most students in secondary

schools and in fact even in universities lack the ability to

communicate efficiently in English Language, both oral and written.

This is still the major problem faced by English Language students

today. It is therefore important to find out if the qualification of the

English Language teachers has any effect on the performance of the

students in written and spoken English Language in external

examinations.

1.3 OBJECTIVES OF THE STUDY

The following are the objectives of this study:

1. To examine the effects of qualification of English Language

teachers on the performance of secondary school students in

external examination.

2. To examine the criteria for producing a qualified English

Language teacher.
 3. To determine the factors that can improve the academic

performance of secondary school students in external

examinations.

1.4 RESEARCH QUESTIONS

1. What are the effects of qualification of English Language

teachers on the performance of secondary school students in

external examination?

2. What are the criteria for producing a qualified English

Language teacher?

3. What are the factors that can improve the academic

performance of secondary school students in external

examinations?

1.5 HYPOTHESIS

HO: There is no significant relationship between the qualification of

English Language teacher and secondary school student

performance in external examination.

HA: There is significant relationship between the qualification of

English Language teacher and secondary school student

performance in external examination.

1.6 SIGNIFICANCE OF THE STUDY

The following are the significance of this study:

1. This study will serve as a painter to the ministry of education

to verify whether the qualification of teachers has any effect on

the student performance in senior secondary school certificate

examination (SSCE). The finding will also help people who

want to conduct such research to serve as reference.

2. This research will also serve as a resource base to other

scholars and researchers interested in carrying out further

research in this field subsequently, if applied will go to an

extent to provide new explanation to the topic

1.7 LIMITATION OF STUDY

Financial constraint- Insufficient fund tends to impede the

efficiency of the researcher in sourcing for the relevant materials,

literature or information and in the process of data collection

(internet, questionnaire and interview).

Time constraint- The researcher will simultaneously engage in

this study with other academic work. This consequently will cut

down on the time devoted for the research work.

 CHAPTER TWO
LITERATURE REVIEW
2.0 INTRODUCTION
This chapter gives an insight into various studies conducted by

outstanding researchers, as well as explained terminologies with

regards to the effects of qualification of English Language teachers

on academic performance of secondary school students. The

chapter also gives a resume of the history and present status of the

problem delineated by a concise review of previous studies into

closely related problems.

2.1 THEORETICAL FRAMEWORK

The study was based on three (3) theories of effective teaching and

learning. These are as follows:

1. Effective Schools Theory.

2. Behaviorist Theory.

3. Cognitive Theory.
2.1.1 EFFECTIVE SCHOOL THEORY

The study was mainly based on the Effective Schools Model by

Lezotte (2010). According to this model, an effective school is a

school that can, in measured student achievement terms,

demonstrates the joint presence of quality and equity. According to

Lezotte (2010), there are seven correlates of effective schools -

strong instructional leadership, clear and focused mission, safe and

orderly schools, climate of high expectations for success, frequent

monitoring of student progress, positive home-school relations, and

opportunity to learn/time on task. According to Lezotte (2010),

strong instructional leaders are proactive and seek help in building

team leadership and a culture conducive to learning and

professional growth. In the effective school, the principal and others

act as instructional leaders and effectively and persistently

communicate and model the mission of the school to staff, parents,

and students.

Having a clear and focused vision and mission means everyone

knows where they are going and why. A clear focus assists in

aligning programs and activities for school improvement. To

effectively determine a specific focus, school leadership and

stakeholders use a collaborative process to target a few school goals

and then build consensus around them. A safe and orderly school

is defined as a school climate and culture characterized by

reasonable expectations for behaviour, consistent and fair

application of rules and regulations, and caring, responsive

relationships among adults and students (Lezotte, 2010).

Classrooms are warm and inviting, and learning activities are

purposeful, engaging, and significant. Personalized learning

environments are created to increase positive relationships among

students and between students and their teachers. Students feel

that they belong in the school community, and children are valued

and honoured; their heritage and backgrounds are viewed as

“assets,” not deficiencies.

In a climate of high expectations, the mantra “all students can

learn” must be followed by instructional practices and teacher

behaviour that demonstrate that teachers believe in the students,

believe in their own efficacy to teach students to high standards,

and will persist in teaching them. Teaching advanced skills and

teaching for understanding together with basic skills are required

for all students to achieve at high levels. Frequent monitoring of

teaching and learning requires paying attention both to student

learning results and to the effectiveness of school and classroom

procedures (Lezotte, 2010). Learning is monitored by tracking a

variety of assessment results such as test scores, student developed

products, performances, and other evidence of learning. Teaching is

monitored by teachers themselves through self-reflection and by

supervisors for program and teacher evaluation. Assessment results

are used for planning instruction for individual students as well as

for school-wide decision making and planning. Classroom and

school practices are modified based on the data.

According to Lezotte (2010), family and community involvement is a

general term used to describe a myriad of activities, projects, and

programs that bring parents, businesses, and other stakeholders

together to support student learning and schools. Families and

other adults can be involved in the education of young people

through a variety of activities that demonstrate the importance of

education and show support and encouragement of students

learning. These are legitimate approaches for involvement and do

not necessarily require adults spending time at the school site.

Opportunity to learn and student time on a task simply means that

students tend to learn most of the lessons they spend time on. Time

on task implies that each of the teachers in the school has a clear

understanding of what the essential learner objectives are, grade-

by-grade and subject-by-subject. Once it is clear what students

should be learning, they should be given time to learn it. In an

effective school, teachers allocate a significant amount of classroom

time to instruction on the essential skills. Students of all abilities,

races, gender, and socioeconomic status have equal opportunities

to learn (Lezotte, 2010).

The theory was relevant to this study in that the seven correlates of

effective schools require effective leadership in the part of the school

administrators. This is in line with Sullivan and Glanz ‟s (2000)

assertion that a prime task of school leaders is to exercise

instructional leadership of the kind that results in a shared vision

of the directions to be pursued by the school, and to manage

change in ways that ensure that the school is successful in realizing

the vision. By identifying the correlates of well performing schools in

Nigeria, the study tests Lezotte‟s (2010) Effective Schools Model,

and also suggests measures that low performing schools can take to

improve academic performance.

2.1.1 BEHAVIORIST LEARNING THEORIES

The origins of behaviorist learning theories may be traced backed to

the late 1800's and early 1900's with the formulation of

"associationistic" principles of learning. The general goal was to

derive elementary laws of learning and behavior that may then be

extended to explain more complex situations. Inferences were tied

closely to observed behavior in "lower organisms" with the belief

that the laws of learning were universal and that work with

laboratory animals could be extrapolated to humans. It was

believed that a fundamental set of principles derived from the study

of learning in a basic or "pure" form could hen be applied to the

broader context of learning in schools. Three experimental

approaches are related to the study of associationistic learning

including:

1. The use of nonsense syllables and individual words to study the

association of ideas
2. The use of animals to study the association between sensations

and impulses

3. The use of animals to study association and Reflexology

2.1.2 COGNITIVE-IMFORMATION PROCESSING THEORIES

No single point in time signaled the end to the associationistic or

behavioral era, and the beginning of the cognitive revolution. Early

on, the cognitive revolution was a quiet one.

However, as psychologists became increasingly frustrated with the

limitations of behavioral theory and methods, and persuasive

arguments against radical behaviorist theories were being utforth

by linguists studying language development, the "time was right" for

the emergence of cognitivism. Another prominent factor was the

development of computers (Baars, 1986), which provided both a

credible metaphor for human information processing, and a

significant tool for modeling and exploring human cognitive

processes.

One major group of cognitive theories may be classified as cognitive-

information processing learning theories. According to the cognitive

information processing (CIP) view, the human learner is conceived

to be a processor of information, in much the same way a computer

is. When learning occurs, information is input from the

environment, processed and stored in memory, and output in the

form of a learned capability.

Proponents of the CIP model, like behaviorists, seek to explain how

the environment modifies human behavior. However, unlike

behaviorists, they assume an intervening variable between the

environment and behavior.

2.1.3 COGNITIVE-CONSTRUCTIVE LEARNING THEORIES

Constructivist approaches to teaching and learning is grounded in

several research traditions (Perkins, 1991; Paris & Byrnes, 1989).

The roots of constructivism may be traced back to a little known

Latin treatise, De antiquissima Italorum sapientia, written in 1710

by Giambattista Vico (as cited in von Glasersfeld, 1991). Vico

suggested that knowledge is knowing what parts something is made

of, as well as knowing how they are related. "Objective, ontological

reality, therefore, may be known to God, who constructed it, but not
to a human being who has access only to subjective experience" (p.

31, von Glasersfeld, 1991).

A second, related path to constructivism comes from Gesalt theories

of perception (Kohler, 1924) that focus on the ideas of closure,

organization and continuity (Bower & Hilgard, 1981). Like Vico,

Gesalt psychologists suggest that people do not interpret pieces of

information separately and that cognition imposes organization on

the world.

Theories of intellectual development provide a third research

tradition contributing to the notion of cognitive construction (e.g.

Piaget, 1952, 1969, 1971; Baldwin, 1902, 1906-1911; Bruner,

1974).

Developmentalists believe that learning results from adaptations to

the environment which is characterized by increasingly

sophisticated methods of representing and organizing information.

Developmental scientists also forward the notion that children

progress through different levels or stages which allow children to

construct novel representations and rules.

A fourth line of research depicts learning as a socially mediated

experience where individuals construct knowledge based on

interactions with their social and cultural environment. Like Piaget

and Bruner, Vygotsky (1962, 1978) believed that the formation of

intellect could be understood by studying the developmental

process. However, like Bruner, Vygotsky felt that intellectual

development could only be fully understood within the sociocultural

context in which the development was occurring.

Current conceptualizations of constructivist learning focus on the

3rd (developmental) or 4th (social) line of research. The two lines of

research do not represent opposing perspectives, but rather

differences in focus. Where developmentalconstructivist tend to

focus on the individual and how he or she constructs meaning of

the world around him or her, social-constructivists emphasize the

group and how social interactions mediate the construction of

knowledge.
2.2 CONCEPTUAL REVIEW

This section reviews various concepts and terminologies related to

the study as well as a critical definition of both the dependent and

independent variables used for the purpose of the study.

2.2.1 Academic Performance

Students' learning can be evaluated in many different ways, but in

a developing country like Nigeria where about 40 percent of the

adult population are illiterate, parents use the performance of their

children in public examinations to pass judgement on the schools

and teachers. To them, the logic is a simple one. The schools are

supposed to be staffed by good teachers and supplied adequate

facilities and instrumental materials. It is the responsibility of

government to ensure through such provisions and regular

inspection or supervision that effective teaching and learning go on

in the schools. The task of parents is to send children to school and

pay whatever fees and levies are charged by the institutions.

Though, many parents acknowledge shortages of funds, teachers

and infrastructures in the schools and their own inability to buy all

the required books and other learning materials for their wards, yet

they strongly believe that if the students perform badly in their

examinations, the teachers and administrators have not done their

job well and should take most of the blame.

Unfortunately, there are many factors that help to determine the

academic performance of students. However, the level of education

and awareness of many parents does not enable them to participate

in such complex theoretical arguments or discussions. For such

parents and the general public, the students' performances in

recent times give cause for alarm and school authorities more than

the students themselves are being accused of lack of dedication,

declining productivity and even mindlessness. Nevertheless, the

students have not been doing well, and the situation is not

improving.

2.2.2 The Concept of Poor Academic Performance

Poor academic performance according to Aremu (2000) is a

performance that is adjudged by the examinee/testee and some

other significant as falling below an expected standard. The

interpretation of this expected or desired standard is better

appreciated from the perpetual cognitive ability of the evaluator of

the performance. The evaluator or assessor can therefore give

different interpretations depending on some factors.

Bakare (2004) described poor academic performance as any

performance that falls below a desired standard. The criteria of

excellence can be from 40 to 100 depending on the subjective

yardstick of the evaluator or assessor. For example, a 70%

performance of University Students in an exam can judged to be an

excellent performance and by all standard a very good performance.

However, a cursory look at the performance and the individual

examined and the standard of the examination he or she took could

reveal that the performance is a very poor one. On the other hand, a

Level 200 Accounting student’s performance of 37% in business

ENGLISH can be said to be a poor performance. When in actual

fact, the performance is by all standards a very good one. This

shows that the concept of poor academic performance is very

relative and this depends on so many intervening variables.

2.2.3 Factors That Affect Academic Performance of Students

A number of studies have been carried out to identify and analyse

the numerous factors that affect academic performance in various

centres of learning. Their findings identify students’ effort, previous

schooling (Siegfried & Fels, 1979; Anderson & Benjamin, 1994),

parents’ education, family income (Devadoss & Foltz, 1996), self

motivation, age of student, learning preferences (Aripin, Mahmood,

Rohaizad, Yeop, & Anuar, 2008), class attendance (Romer, 1993),

and entry qualifications as factors that have a significant effect on

the students’ academic performance in various settings. The utility

of these studies lies in the need to undertake corrective measures

that improve the academic performance of students, especially in

public funded institutions. The throughput of public-funded

institutions is under scrutiny especially because of the current

global economic downturn which demands that governments

improve efficiency in financial resource allocation and utilization.

2.2.3.1 Students’ learning preferences

A good match between students’ learning preferences and

instructor’s teaching style has been demonstrated to have positive

effect on student's performance (Harb & El-Shaarawi, 2006).

According to Reid (1995), learning preference refers to a person’s

“natural, habitual and preferred way” of assimilating new

information.

This implies that individuals differ in regard to what mode of

instruction or study is most effective for them. Scholars, who

promote the learning preferences approach to learning, agree that

effective instruction can only be undertaken if the learner’s learning

preferences are diagnosed and the instruction is tailored

accordingly (Pashler, McDaniel, Rohrer, & Bjork, 2008). “I hear and

I forget. I see a and I remember. I do and I understand.” (Confucius

551-479 BC) – a quote that provides evidence that, even in early

times, there was a recognition of the existence of different learning

preferences among people. Indeed, Omrod (2008) reports that some

students seem to learn better when information is presented

through words (verbal learners), whereas others seem to learn

better when it is presented in the form of pictures (visual learners).

Clearly in a class where only one instructional method is employed,

there is a strong possibility that a number of students will find the

learning environment less optimal and this could affect their

academic performance. Felder (1993) established that alignment

between students’ learning preferences and an instructor’s teaching

style leads to better recall and understanding. The learning

preferences approach has gained significant mileage despite the

lack of experimental evidence to support the utility of this

approach.

There are a number of methods used to assess the learning

preferences/styles of students but they all typically ask students to

evaluate the kind of information presentation they are most at ease

with.

2.2.3.2 Industrial Actions, Class attendance and academic

performance

In his widely cited paper, Romer (1993) is one of the first few

authors to explore the relationship between student attendance and

exam performance. A number of factors have contributed to

declining class attendances around the world in the last 15 years.

The major reasons given by students for non-attendance include

industrial actions by teachers, assessment pressures, poor delivery

of lectures, timing of lectures, and work commitments (Newman-

Ford, Lloyd & Thomas, 2009). In recent times, students have found

a need to seek employment while studying on a part-time basis due

to financial constraints. The numbers of part-time and mature

students has also risen sharply. The use of information technology

also means that information that used to be obtained from sitting

through lectures can be obtained at the click of a mouse.

Indeed, web-based learning approaches have become the order of

the day. Given all these developments that either make it

impossible or unnecessary for students to attend classes, the

question that needs to be asked is whether absenteeism affects

students’ academic performance. Research on this subject seems to

provide a consensus that students who miss classes perform poorly

compared to those who attend classes (Devadoss & Foltz, 1996;

Durden & Ellis, 1995; Romer, 1993; Park & Kerr, 1990; Schmidt,

1983). Based on these findings a number of stakeholders have

called for mandatory class attendance. Although the existing

evidence points to a strong correlation between attendance and

academic performance, none of the studies cited above demonstrate

a causal effect. The inability of these cross-sectional studies to

isolate attendance from a myriad of confounding student

characteristics (e.g. levels of motivation, intelligence, prior learning,

and time-management skills) is a major limiting factor to the utility

of these findings (Rodgers & Rodgers, 2003).

2.2.3.3 Other determinants of academic performance

The influence of age and gender on academic performance has been

investigated in a number of studies with widely differing

conclusions. Most of the differences in reported findings are due to

varying contexts such as subject of study, age and gender

interactions. Research has shown that men perform better than

women in certain settings while women outperform men in other

settings (Haist, Wilson, Elam, Blue, & Fosson, 2000). Borde (1998),

on the other hand, found no evidence performance being influenced

by gender. Based on an analysis of close to two million graduating

students, Woodfield and Earl-Novell (2006) found that female

students outperformed male students and attributed this partly to

female students being more conscientious and thus less likely to

miss lectures. With regard to the issue of student age, recent

changes in educational policies around the world have led to an

increase in the number of mature-age admissions in educational

institutions. While a large proportion of undergraduate students are

still 19-year olds, the ages of students in classes are now more

variable than 10 to 15 years ago.

2.3 TEACHER EDUCATIONAL QUALIFICATION

The quality of education of a nation could be determined by the

quality of her teachers. The most important factor in improving

students’ achievement in ENGLISH Language is by employing

seasoned qualified teachers in all schools (Abe and Adu, 2013).

Okuruwa (1999) found that, policy investment on quality of

teachers is related to improvement in students’ performance.

Specifically, the measurement of teacher’s preparation and

certification are correlates of students’ achievement in science and

ENGLISH LANGUAGE. It is further reported that, teacher’s

characteristics such as certification status and degree in area of

specialization are very significant and positively correlated with

students learning outcomes in science and ENGLISH LANGUAGE.

This report was in line with the findings of Salman (2009).

Abe and Adu (2013) and Wiki (2013) opined that, a teaching

qualification or teacher qualification is one of a number of academic

and professional degree that enables a person to become a

registered teacher in primary or secondary school. Such

qualifications include, but are not limited to, the Postgraduate

Certificate in Education (PGDE). The Professional Diploma in

Education (PDE), Bachelor of Education (B.Ed) and Nigeria

Certificate in Education (NCE). In Ekiti State, teachers who are

academically qualified and those that are professionally qualified

are engaged to carry out instructional process (Ahiazu and Prince

Will, 2011).

Academically qualified teachers refer to those who have academic

training as a result of enrolment into educational institution and

obtained qualifications such as HND, B.Sc, B.A, and M.A. and so

on; while professionally qualified teachers are those who got

professional training that gave them professional knowledge, skills,

techniques, aptitudes as different from the general education (Edu

and Kalu, 2012). They hold degrees like, B.Ed., B.Sc. Ed, B.A. Ed,

and M.Ed and so on. On the other hand, there are studies that have

found no significant relationship between teacher educational

qualification and students’ academic achievement. For instance,

Igwe (1990) investigated the influence of teacher’s qualification on

academic performance of students in science subjects in Kano

State. The researcher found no significant relationship between

teacher’s qualification and students’ performance. While Adeniji

(1999), Osokoya (1999) and Oladele (1999) found out that teacher’s

qualification contributed minimally to the variance with students’

cognitive achievement and Bilesanmi (1999) and Okonwa (1999)

found that teacher’s experience was highly significant on students’

academic achievement in ENGLISH LANGUAGE. Coonery (1990)

opined that students do not understand English Language when it

is taught by an ineffective teacher. Izumi and Evess (2002)

buttressed this by saying that teacher quality is the most important

among other critical factors like quality curricula, funding, small

academic qualification of teachers and learning situation. George

(2004) attributed poor achievement of students in English Language

to teacher qualification, inadequacy of materials as well as

administrative factors. In teaching English Language, Adesina

(1982) and Fafunwa (1985) opined that with an exception of holders

of minimum of B.Sc in ENGLISH, many other teachers would be

confronted with problem of teaching secondary school English

Language syllabus effectively. Hence, Lussa (1985) argued that no

one gives what he/she does not possess. He further said that no

matter how good a course curriculum is, if we do not have well

trained, qualified and motivated teachers, we may not achieve the

desired goals. In view of this, a teacher is someone who has been

exposed to a good measure of training in a teaching subject area as

well as in professional education:such professionally qualified

teachers may according to the Federal Ministry of Education (2004)

fall into a number of academic categories. Mkpa (1987) regarded the

trained teacher as someone who underwent and completed his

education in a formal teacher training institution or in a planned

programme of training. Among such areas of training may include

principles and practice of education as well as being exposed to an

observed period of internship either after or as part of the period of

training. People who fall within this category should under normal

circumstances be able to fulfill the various functions expected of

teachers within and outside the four walls of the classroom.

Furrugia (1987) perceived a professional teacher as one who

possesses professionally based knowledge in the theory and

practice of education as well as find job satisfaction in the belief

that he/she is making an important contribution to the social,

cultural and economic development of his/her country. Such a

teacher should equally, be able to understand students’ abilities to

exploit educational benefits of the social context within which

he/she lives. He/She should be able to assist Students to reach

their full intellectual and social potentials. According to Adieze

(1986) non qualified and non-professional teachers in teaching

profession are killing the profession because they are not really

teachers. He regarded them as “bird” of passage that create

unnecessary vacuum whenever they see greener pasture and better

prospect in the profession they are originally trained for. The

comparison of students’ scores in English Language achievement

test based on teachers’ qualifications becomes necessary in order to

know if formal teaching methods has any significant

effect/influence on students’ performance in ENGLISH LANGUAGE

or not.

2.4 EMPIRICAL REVIEW

Studies on the effect of teacher experience on student learning have

found a positive relationship between teachers’ effectiveness and

their years of experience, but the relationship observed is not

always a significant or an entirely linear one (Klitgaard & Hall,

1974; Murnane & Phillips, 1981). The evidence currently available

suggests that while inexperienced teachers are less effective than

more senior teachers, the benefits of experience level off after a few

years (Rivkin, Hanushek, & Kain, 2000).

The relationship between teacher experience and student

achievement is difficult to interpret because this variable is highly

affected by market conditions and/or motivation of women teachers

to work during the child-rearing period. Harris and Sass (2007)

point to a selection bias that can affect the validity of conclusions

concerning the effect of teachers’ years of experience: if less effective

teachers are more likely to leave the profession, this may give the

mistaken appearance that experience raises teacher effectiveness.

Selection bias could, however, work in the opposite direction if the

more able teachers with better opportunities to earn are those

teachers most likely to leave the profession.

Professional development activities can be conducted by many

different organizations, in school and out of school, on the job or

during sabbatical leave. On these occasions, practicing teachers

update their content knowledge and teaching skills so they can

meet the requirements of new curricula, consider new research

findings on teaching and learning, and adapt to changes in the

needs of the student population, and so on. Criticism has been

leveled against the episodic nature of these activities and concern

expressed that very little is known about what these activities really

comprise and involve.

Conclusions in the literature on the relationship between teachers’

participation in professional development activities and student

outcomes are mixed. Some studies on in-service professional

development have found no relationship to student achievement

(see, in regard to English Language and reading, Jacob & Lefgren,

2004).

Other studies have found higher levels of student achievement

linked to teachers’ participation in professional development

activities directly related to the area in which they are teaching (see,

in regards to English Language, Brown, Smith, & Stein, 1995;

Cohen & Hill, 1977; Wiley & Yoon, 1995; and in regard to language

and English Language, Angrist & Lavy, 2001). Wenglinsky (2000)

found a positive correlation between professional development

activities aimed at the needs of special education students, and

students’ higher-order skills and laboratory skills in science. More

recently,
Harris and Sass (2007) identified what they call the “lagged effect of

professional development,” that is, the larger effect of teachers’

professional development on student outcomes not becoming

apparent until three years after the teachers had completed their

courses.

The interpretation of the positive effect of participation in teacher

professional development activities is not clear cut, as this variable

is confounded with other teacher attributes, that is, teachers who

participate in these activities are also likely to be more motivated

and, usually, more specialized in the subjects they teach.

CHAPTER THREE

RESEARCH METHODOLOGY

3.1 INTRODUCTION

This chapter describes methods and procedures used in conducting

this research work. The description of the procedure is done under

the following headings:

 Research design,
  Area of study

 Population of the study

 Sample and sampling procedure

 Instrumentation

 Procedure for data collection

 Procedure for data analysis

3.2 RESEARCH DESIGN

The surveys research method was used for this study. This was

considered appropriate because survey design generally can be

used to effectively investigate problems in realistic settings. The

survey technique also allow me to examine several variables and

use multi-variate statistics to analyze data.

3.3 AREA OF THE STUDY

The study was conducted in Magboro Ogun State, Nigeria. Magboro

is the one of the beautiful cities in Ogun state Nigeria. The

population of ogun State, according to the Ogun State Government

is 6.15 million, a number disputed by the Nigerian Government and

judged unreliable by the National Population Commission of

Nigeria.
3.4 POPULATION OF THE STUDY

The population consists of the entire staff of Magboro Community

High school Magboro, Ogun State. With a staff strength of about 50

employees.(Management staff, Teaching and non-Teaching staff.

3.5 SAMPLE SIZE AND SAMPLING TECHNIQUES

Out of the population of 50 persons in Magboro Commuynity High

School, 20 persons were selected using the simple random sampling

(srs) technique. The logic behind this is in conformity with the views

of Okoh (2005) in his book, the principles of educational research.

He opined that for any population below 100 persons or objects at

least more than 50% of the population is adopted as its sample to

enhance effective representation so that conclusions from the study

can be generalized.

3.6 RESEARCH INSTRUMENT

The major instrument used for this study is the questionnaire. The

questionnaire was structured in a five-like scale measuring attitude

of Strongly Agreed, Agreed, Undecided, Disagree and Strongly

Disagreed.
3.7 VALIDITY OF THE INSTRUMENT

In order to obtain the validity of the instrument, the supervisor of

this research was requested to judge the appropriateness,

comprehensiveness and clarity of items in the questionnaire.

3.8 RELIABILITY OF THE INSTRUMENT

A pilot study was conducted on ten staff Magboro Community High

School to pre-test the efficacy of the questionnaire. The feedback

received was used in the final draft which enhances it reliability.

3.9 METHOD OF DATA COLLECTION

The researcher personally collected data from the respondents

through the help of the human resource manager. After distribution

of the questionnaire, respondents were given three days to fill out

the questionnaire. This time frame was given in order to give

enough time to the respondents to reflect on the items on the

questionnaire to facilitate valid responses.

3.10 METHOD OF DATA ANALYSIS

Data analysis has been defined as those techniques used whereby

the researcher extracts relevant information from the data which

would enable a summary description of the subject studies to be

made.

In analyzing the data collected for the purpose of carrying out this

research, the statistical tool known as the Pearson Product Moment

Correlation (PPC) and the statistics were used. The use of sample

percentage was also employed. Tables were used in presenting the

data for the purpose of the simplicity and clarity. The Pearson

Product Moment Correlation (PPC) technique can be expressed by

the formula below:

r = n£ X y - £ X y

[n£x2 – (£x) 2] [n£y2 – (£y) 2]

Where x = independent factor

y = dependent factor

Since the research instrument used was the questionnaire, it was

designed using the five like scale method. The questionnaire was
designed in the following ways:
 i) Strongly Agreed (SA) - 5
ii) Agreed (A) - 4
iii) Undecided (U) - 3
iv) Disagreed (D) - 2
v) Strongly Disagreed (SD) - 1

DECISION RULE

In taking decision for “r”, the following rules shall be

observed;

i) If the value of “r” tabulated is greater than “r” calculated,

accept the alternative hypothesis (H1) and .reject the null
hypothesis (H0).

II) If the “r” calculated is greater than the “r” tabulated, accept
the null hypothesis (H0) while the alternative hypothesis is
rejected.

CHAPTER FOUR

DATA PRESENTATION, ANALYSIS AND INTERPRETATION

This chapter is devoted to the presentation, analysis and

interpretation of the data gathered in the course of this study. The

data are based on the number of copies of the questionnaire

completed and returned by the respondents. The data are presented

in tables and the analysis is done using t-Test. The Pearson’s

Product Moment Correlation co-efficient was used in the validation

of hypotheses.

4.1 Data Presentation and Analysis

The data presented below were gathered during field work

Bio data of respondents

Table 1. Gender of respondents
Valid
Frequency Percent Percent Cumulative Percent
Valid male 30 50.0 50.0 60.0
female
20 50.0 50.0 100.0

Total
50 100.0 100.0
Source: field survey, October, 2021.

Table1 above shows the gender distribution of the respondents used

for this study.

Out of the total number of 50 respondents, 30respondents which

represent 60.0percent of the population are male.
20 which represent 40.0 percent of the population are female.

Table 2. Age range of respondents

Frequ Cumulative
ency Percent Valid Percent Percent
Valid Below 20years 5 10.0 10.0 10.0
21-25 years 5 10.0 10.0 20.0
26-30 years 10 20.0 20.0 40.0
31-40 years 15 30.0 30.0 70.0
41-50 years 13 26.0 26.0 96.0
above 50 years 2 4.0 4.0 100.0
Total 50 100.0 100.0
Source: field survey, October, 2021.
Table 2 above shows the age grade of the respondents used for this
study.

5 respondents which represent 10.0percent of the population are

below 20 years
5 respondents which represent 10.0percent of the population are
between 21-25years.

10 respondents which represent 20.0percent of the population are

between 26-30years

15 respondents which represent 30.0percent of the population are

between 31-40years.

13 respondents which represent 26.0percent of the population are

between 41-50years.

2 respondents which represent 4.0percent of the population are

above 50 years.

Table 3. Educational background of respondents

Valid Cumulative
Frequency Percent Percent Percent
Valid WASSCE/SSCE 5 10.0 10.0 10.0
OND/NCE/HND/
32 64.0 64.0 74.0
BSC
MSC/PGD/PHD 10 20.0 20.0 94.0
OTHERS 3 6.0 6.0 100.0
Total 50 100.0 100.0
Source: field survey, October, 2021.
Table 3 above shows the educational background of the
respondents used for this study.

5 respondents which represent 10.0 percent of the population are

WASSCE/SSCE holders.
32 which represent 64.0 percent of the population are
OND/NCE/HND/BSC holders.
10 which represent 20.0 percent of the population are
MSC/PGD/PHD holders
3 which represent 6 percent of the population had other type of
certificate.

Table 4. Marital status of respondents

Valid
Frequency Percent Percent Cumulative Percent
Valid Single 20 40.0 40.0 40.0
married 25 52.0 52.0 92.0
divorce
3 6.0 6.0 98.0
d
widowe
2 2.0 2.0 100.0
d
Total 50 100.0 100.0
Source: field survey, October, 2015.

Table 4 above shows the marital status of the respondents used for
this study.

20 respondents which represent 40 percent of the population are

single.
25 respondents which represent 52.0percent of the population are
married.
3 respondents which represent 6.0percent of the population are
divorced.
2 respondent which represent 2.0percent of the population is
widowed.

TABLES BASED ON RESEARCH QUESTIONS

Table 5. Years of experience in teaching

Valid Cumulative
Frequency Percent Percent Percent
Valid 0-2 years 13 26.0 26.0 26.0
3-5 years 20 40.0 40.0 66.0
6-8 years 7 14.0 14.0 80.0
9-10 years 5 10.0 10.0 90.0
above 11 years 5 10.0 10.0 100.0
Total 50 100.0 100.0
Source: field survey, October, 2021.

Table 5 above shows the years of experience of the respondents

used for this study.
Out of the 50 respondents, 13 which represent 26.0percent of the
population have 0-2years experience in teaching.
20 respondents which represent 40.0percent of the population have
3-5years experience in teaching.
7 respondents which represent 14.0percent of the population have
6-8years experience in teaching.
5 respondents which represent 14.0percent of the population have
9-10years experience in teaching.
5 respondents which represent 14.0percent of the population have
over 11years experience in teaching.

Table 6. Academic performance of students in English language has

nothing to do with teachers academic qualification.

Frequency Percent Valid Percent Cumulative Percent

Valid strongly
6 10.0 10.0 10.0
agree
agree 4 8.0 8.0 18.0
undecided 5 10.0 10.0 28.0
disagree 10 20.0 20.0 48.0
strongly
25 52.0 52.0 100.0
disagree
Total 50 100.0 100.0
Source: field survey, October, 2021.

Table 6 shows the responses of respondents that academic

performance of students in English language has nothing to do with
teacher’s academic qualification.
6 of the respondents representing 10.0percent strongly agree that
academic performance of students in English language has nothing
to do with teacher’s academic qualification.
4 of the respondents representing 8.0percent agree that academic
performance of students in English language has nothing to do with
teacher’s academic qualification.

5 of them representing 10.0percent were undecided.

10 of the respondents representing 20.0percent disagree that

academic performance of students in English language has nothing
to do with teacher’s academic qualification.

25 of the respondents representing 52.0percent disagree that

academic performance of students in English language has nothing
to do with teacher’s academic qualification.

Table 7. Students who are taught by highly qualified teachers perform

better than those taught by lowly qualified teachers in external
examinations
Valid
Frequency Percent Percent Cumulative Percent
Valid strongly
16 30.0 30.0 30.0
agree
agree 15 32.0 32.0 62.0
undecided 9 18.0 18.0 80.0
disagree 5 10.0 10.0 90.0
strongly
5 10.0 10.0 100.0
disagree
Total 50 100.0 100.0
Source: field survey, October, 2021.

Table 7 shows the responses of respondents students who are

taught by highly qualified teachers perform better than those
taught by lowly qualified teachers in external examinations.

16 of the respondents representing 30.0 percent strongly agree that

students who are taught by highly qualified teachers perform better
than those taught by lowly qualified teachers in external
examinations.
15 of the respondents representing 32.0 percent agree that students
who are taught by highly qualified teachers perform better than
those taught by lowly qualified teachers in external examinations.

9 respondents representing 18.0 percent were undecided.

5 of the respondents representing 10.0 percent disagree that

students who are taught by highly qualified teachers perform better
than those taught by lowly qualified teachers in external
examinations.

5 of the respondents representing 10.0 percent strongly disagree

that students who are taught by highly qualified teachers perform
better than those taught by lowly qualified teachers in external
examinations.

Table 8. There is a significant relationship between the qualification of

English teachers and secondary school student performance in external
examinations.
Frequency Percent Valid Percent Cumulative Percent
Valid strongly
18 40.0 40.0 40.0
agree
agree 17 30.0 30.0 70.0
disagree 9 20.0 20.0 90.0
strongly
6 10.0 10.0 100.0
disagree
Total 50 100.0 100.0
Source: field survey, October, 2021.
Table 8 shows the responses of respondents that there is a
significant relationship between the qualifications of English
teachers and second any school student performance in external
examinations.

18 of the respondents representing 40.0 percent strongly agree that

there is a significant relationship between the qualification of
English teachers and second any school student performance in
external examinations.

17 of the respondents representing 30.0 percent agree that there is

a significant relationship between the qualification of English
teachers and second any school student performance in external
examinations.

9 of the respondents representing 20.0 percent disagree that there

is a significant relationship between the qualification of English
teachers and second any school student performance in external
examinations.

6 of the respondents representing 10.0 percent strongly disagree

that there is a significant relationship between the qualification of
English teachers and second any school student performance in
external examinations.
Table 9. There is a high impact of the qualification of English teachers
on the performance of secondary school students in external
examinations.
Frequency Percent Valid Percent Cumulative Percent
Valid strongly
20 38.0 38.0 38.0
agree
agree 20 40.0 40.0 78.0
undecided 1 2.0 2.0 80.0
disagree 3 4.0 4.0 84.0
strongly
6 16.0 16.0 100.0
disagree
Total 50 100.0 100.0
Source: field survey, October, 2021.

Table 9 shows the responses of respondents that there is a high

impact of the qualification of English teachers on the performance
of secondary school students in external examinations.

20 of the respondents representing 38.0 percent strongly agree that

there is a high impact of the qualification of English teachers on the
performance of secondary school students in external examinations.

20 of the respondents representing 40.0 percent agree that there is

a high impact of the qualification of English teachers on the
performance of secondary school students in external examinations.

1 respondent representing 2.0percent was undecided.

3 of the respondents representing 4.0 percent disagree that there is

a high impact of the qualification of English teachers on the
performance of secondary school students in external examinations.

6 of the respondents representing 16.0 percent strongly disagree

that there is a high impact of the qualification of English teachers
on the performance of secondary school students in external
examinations.
HYPOTHESIS TO BE TESTED

H0: there is no significant relationship between the qualification of

English teachers and secondary school students’ performance in

external exams.

H1: there is a significant relationship between the qualification of

English teachers and secondary school students’ performance in

external exams.

Level of significance: 0.05

Decision rule:

In taking decision for “r”, the following rules shall be observed;

i) If the value of “r” tabulated is greater than “r” calculated,

accept the alternative hypothesis (H1) and .reject the null
hypothesis (H0).
ii) If the “r” calculated is greater than the “r” tabulated, accept
the null hypothesis (H0) while the alternative hypothesis is
rejected.
Table 10. Correlations

Students who There is a

are taught by significant
highly taught relationship
by qualified between the
English qualification of
teachers English
perform better teachers and
than those secondary
taught by school
lowly qualified students’
teachers in performance
external in external
examinations. examinations.
Students who are taught Pearson
1 .929
by highly qualified Correlation
English teachers Sig. (2-tailed) .000
perform better than
those taught by lowly N
qualified teachers in 50 50
external examinations
There is a significant Pearson
.929** 1
relationship between the Correlation
qualification of English Sig. (2-tailed) .000
teachers and secondary
school students’ N
performance in external 50 50
examinations.
Correlation is significant at the 0.05 level (2-tailed).
Conclusions based on table 11

From the above table, “r” calculated 0.000 being less than the “r”

tabulated; we reject null hypothesis and conclude that there is a

significant relationship between the qualification of English

teachers and secondary school students’ performance in external

exams.

The nature of the relationship between English teachers academic

qualification and academic performance of students in secondary

schools during external examinations is strong (0.929) and positive.

This simply means that the adequate qualified English teachers

would lead to an increase in the performance of students.

 CHAPTER FIVE

CONCLUSION,FINDINGS AND RECOMMENDATION

The objectives of this study were:

1. To examine the effects of qualification of English teachers on

the performance of secondary school students in external

examination.

2. To examine the criteria for producing a qualified English

teacher.

3. To determine the factors that can improve the academic

performance of secondary school students in external

examinations.

Findings from the study revealed the following:

 That there is a significant relationship between the

qualification of English teachers and secondary school

students’ performance in external exams.

  The performance of students in external examinations is a

direct consequence of the level of qualification of English

teachers.

 Academic performance of students in English language has a

lot to do with teachers’ academic qualification.

 There is a high impact of the qualification of English teachers

on the performance of secondary school students in external

examinations.

Recommendation

Based on the findings from the study, the following

recommendations are made:

 Trainings and retraining of teachers should be a priority as the

quality of teachers directly influences the quality of students

and how they perform in external examinations.

 Teachers should be constantly tested to determine their level

of qualification; this would help to improve the academic

performance of secondary school teachers in external

examinations.
QUESTIONNAIRE ADMINISTRATION

INSTRUCTION: Please endeavor to complete the questionnaire by

ticking the correct answer(s) from the options or supply the

information required where necessary.

SECTION A: personal information/Data

1. Gender

a. Male

b. Female

2. Age range

a. 21-25

b. 26-30

c. 31-40

d. 41-50

e. Above 50

3. Educational qualification

a. WASSCE/GCE/NECO

b. OND/HND/BSC/NCE

c. MSC/PGD/PHD
 d. OTHERS

4. Marital status

a. Single

b. Married

c. Divorced

d. Widowed

5. Years of experience in teaching.

a. 0-2yrs

b. 3-5yrs

c. 6-8yrs

d. 9-10yrs

e. Above 11yrs

SECTION B

Questions on the effect of qualification of English teachers on the

performance of secondary school students in external examinations.

6. Academic performance of students in English language has

nothing to do with teachers’ academic qualification.

a. Strongly agreed

b. Agreed

c. undecided

d. disagreed
 e. strongly disagreed

7. Students who are taught by highly qualified teachers perform

better than those taught by lowly qualification teachers in

external examinations.

a. Strongly agreed

b. Agreed

c. undecided

d. disagreed

e. strongly disagreed

8. There is a significant relationship between the qualification of

English teachers and secondary school student’s performance

in external examinations.

a. Strongly agreed

b. Agreed

c. undecided

d. disagreed

e. strongly disagreed

9. There is a high impact of the qualification of English teachers

on the performance of secondary school students in external

examinations.

a. Strongly agreed
 b. Agreed

c. undecided

d. disagreed

e. strongly disagreed

10.What are the factors that can improve the academic

performance of secondary school students?
REFERENCES

Al-Mutawa, N. & Kailani, T. (1989). Methods of Teaching English to

Arab Students. Harlow: Longman.
Abbitt, J. T. (2011). Measuring technological pedagogical content

knowledge in preservice teacher education: A review of current

methods and instruments. Journal of Research on Technology in

Education, 43(4), 281-300.

Abdu-Raheem, B.O. (2010) Relative effects of problem-solving and

discussion methods on secondary school students’

achievement in Social Studies. Unpublished Ph. D thesis,

University of Ado-Ekiti, Ado-Ekiti.

Adeyemi, B.A. (2003) An evaluation of social studies curriculum in

Osun State College of Education, Nigeria. Unpublished M.A.

(Ed). Thesis, OAU, Ile-Ife

Adewuya, S.A. (2003) Social science methods, Ado-Ekiti: Green Line

Publishers.

Adunola, O. (2011),“The Impact of Teachers’ Teaching Methods on

the Academic Performance of Primary School Pupils in Ijebu-Ode

Local cut Area of Ogun State,” Ego Booster Books, Ogun State,

Nigeria.

Ahles, P. M., & Contento, J. M. (2006). Explaining helping behavior

in a cooperative learning classroom setting using attribution

theory. Community College Journal of Research & Practice,

30(8), 609-626.

Ayeni, A.J. (2011), “Teachers professional development and quality

assurance in Nigerian Secondary Schools,” World Journal of

Education, 1(2):143-149.

Akinleye, G.A. (2010) Enhancing the quality of life in this

complicated but dynamic world. 25th Inaugural lecture,

University of Ado-Ekiti, April 6th.

Akkuzu, N., & Akcay, H. (2011). An effective model to increase

student attitude and achievement: Narrative including

analogies. US-China Education Review, A5, 612-623.

Aremu, O. A & Sokan, B. O. (2003). A multi-causal evaluation of

academic performance of Nigerian Learners: Issues and

 Implications for National Development. Department of

Guidance and Counseling, University of Ibadan, Ibadan

Aripin, R., Mahmood, Z., Rohaizad, R., Yeop, U., & Anuar, M.

(2003). Students’ learning styles and academic performance. 22nd

Annual SAS Malaysia Forum, 15th July 2008, Kuala Lumpur
Convention Center, Kuala Lumpur, Malaysia.
Baumgardner, Robert J. (1993). The English Language in Pakistan.
Karachi: Oxford University Press.

Bakare, L. E. (2004). Personal attributes as predictors of superiors

and subordinates perceptions of Military academic Leadership.

Human Relations, 645-688.

Bell, R. L., Quazi, R., & Jasper, J. (2004). Mixed method instruction

across business disciplines. Southwest Business

Administration Journal, 1(1), 1-27. Retrieved from

http://www.eric.ed.gov/ERICWebPortal

Berrett, D. (2012). Harvard conference gives teaching a jolt based

on how students learn. Chronicle of Higher Education, 58(24),

p. A23.
Berry, W. (2008). Surviving lecture: A pedagogical alternative.

College Teaching, 56(3), 149-153

Bridges, D. (1988) Education, democracy and discussion. Lanham,

Md: University Press of America.

Boud, D. & Feletti, G. (1999), “The challenge of problem-based

learning,” (2nd Ed.), London, Kogan Page.

Crystal, D. (1997). English as a Global Language. Cambridge

University Press.
Cullen, R. (1994). Incorporating a Language Improvement
Component in Teacher Training Programmes. ELT Journal, 48(2),
162-172

Chang, W. (2002), “Interactive Teaching Approach in Year One

University Physics in Taiwan: Implementation and

Evaluation,”Asia-Pacific Forum on Science Learning and

Teaching 3, (2002). Available on

<http://www.ied.edu.hk/apfslt/v3_issue1/changwj/index.ht

m>
Coskun, H. (2011). The effects of group size, memory instruction,

and session length on the creative performance in electronic

brainstorming groups. Educational Sciences: Theory and

Practice, 11(1), 91-95.

Covill, A. E. (2011). College students’ perceptions of the traditional

lecture method. College Student Journal, 45(1), 92-101.

Damodharan V. S. &Rengarajan .V (1999), “Innovative Methods of

Teaching,” NationalResearchCouncil, Educational Journal

Publication.

Devadoss, S., & Foltz, J. (1996). Evaluation of factors influencing

students attendance and performance. American Journal of

Agricultural Economics, 78(3), 499 – 507.

Doll, B., Spies, R. A., LeClair, C. M., Kurien, S. A., & Foley, B. P.

(2010). Student perceptions of classroom learning

environments: Development of the class maps survey. School

Psychology Review, 39(2), 203-218.

Dillon, J (1994) Using discussion in classrooms. Buckingham,

England: Open University Press.

Eastman, J., Iyer, R., & Eastman, K. L. (2011). Business students'

perceptions, attitudes, and satisfaction with interactive

technology: An exploratory study. Journal of Education For

Business, 86(1), 36-43.

FPSC (1998). Annual Report: Federal Public Service Commission.

Islamabad: Federal Public Service Commission
Fuller, B. & Clark, B. (1994). Raising School Effects While Ignoring
Culture? Conditions and the Influence of Classroom Tools, Rules
and Pedagogy. Review of Educational Research. 64 (1), 119-57

Felder, R. M. (1993). Reaching the second tier: Learning and

teaching styles in college science education. Journal of College

Science Teaching, 23(5), 286 – 290.

Feldman, K. A. & Newcomb, T. M. (1973). The impact of college on

students. San Francisco, CA: Jossey-Bass.

Government of Nigeria, (1998). National Education Policy 1998-

2010. Islamabad: Ministry of Education.
Gibbs, G., & Jenkins, A. (Eds.). (1992). Teaching large classes in

higher education: How to maintain quality with reduced resources.

London, UK: Kogan Page.

Gottfredson, G. D., Gottfredson, D. C., Payne, A. A., & Gottfredson,

N. C. (2005). School climate predictors of school disorder:

Results form a national study of delinquency prevention in

schools. Journal of Research in Crime & Delinquency, 42(4),

412-444.

Gray, J. (2004). School effectiveness and the other outcomes of

secondary schooling: a reassessment. Improving Schools,

7:185-198.

Greitzer, F. A. (2002), “Cognitive Approach to Student-Centered E-

Learning, Human Factors and Society,” 46th Annual Meeting,

Sept 30 – Oct 4.

Haist, S. A., Wilson, J. F., Elam, C. L., Blue, A. V., & Fosson, S. E.

(2000). The effect of gender and age on medical school

performance: An important interaction. Advances in Health

Sciences Education, 5(3), 197 – 205.

Harb, N., & El-Shaarawi, A. (2006). Factors affecting student

performance. Munich Personal RePEcArchive Paper No. 13621.

Accessed on November 02, 2011 from http://mpra.ub.uni-

muenchen.de/13621/

Hesson, M. & Shad, K.F. (2007), “A student-centered learning

model,” American Journal of Applied Sciences, 628-636.

Hosal-Akman, N., & Simga-Mugan, C. (2010). An assessment of the

effects of teaching methods on academic performance of

students in accounting courses. Innovations in Education and

Teaching International, 47(3), 251-260.

Jacoby, L. L. (1978), “On interpreting the effects of repetition:

Solving a problem versus remembering a solution,” Journal of

Verbal Learning and Verbal Behavior, 17:649-667.

Jones, S. E. (2007). Reflections on the lecture: outmoded medium or

instrument of inspiration? Journal of Further & Higher

Education, 31(4), 397-406.

Kagan, S. (1990). The structural approach to cooperative learning.

 Educational Leadership, 47(4), 12-15.

Kisamore, J. L., Aldridge, D., Alexander, E., & White, D. (2008).

Educating adult learners: Twelve tips for teaching business

professionals. Reflection on theory and practice. Retrieved from

http://www.eric.ed.gov/ERICWebPortal/

Lezotte, L. W. (2010). What effective schools do: Re-envisioning the

correlates. Indianapolis, IN: Solution Tree.

Lindquist, T. M. (1995), “Traditional versus contemporary goals and

methods in accounting education: Bridging the gap with

cooperative learning,”Journal of Education for Business,70(5):

278-284.

Litke, R. A. (1995). Learning lessons from large classes: Student

attitudes toward effective and ineffective methods in large

classes. Paper presented at the Annual Meeting of the Western

States Communication Association Portland, OR, February 10-

14, 1995. Retrieved from http://www.eric.ed.gov

McAlister-Kizzier, D., & Delta Pi Epsilon Society, L. R. (1999). Case

studies for effective business instruction. Retrieved from

http://www.eric.ed.gov/

McCornac, D. C., & Phan Thuy, C. (2005). Pedagogical suggestions

for teaching business and economics in Vietnam. Journal of

Education for Business, 81(2), 81-84.

Nagel, P. (2008). Moving beyond lecture: Cooperative learning and

the secondary social studies classroom. Education, 128(3), 363-

368.

Newman-Ford, L., Lloyd, S., & Thomas, S. (2009). An investigation

in the effects of gender, prior academic achievement, place of

residence, age and attendance on first-year undergraduate

attainment. Journal of Applied Research in Higher Education,

1(1), 13 – 28.

Okwilagwe, E.A. (2002) Modern trends in secondary school

geography teaching. In Ayodele (ed) Teaching Strategies for

Nigerian Secondary Schools. Powerhouse, Press and Publishers

Omrod, J. E. (2008). Educational psychology: developing learners.

Sixth Edition. Upper Saddle River, ew Jersey: Pearson

Education.

Owuamanam, D.O. & Owuamanam, T.O. (2004) Fundamentals of

educational psychology. Lagos: Bolabay Publishers.

Oyedeji, O. A. (1996) Assessing gender factor in some science and

mathematics texts in Nigeria. Zimbabwe Journal of Education

Research, 8(1), 45-53.

Pascarella, E. T. & Terenzini, P. T. (2005). How college affects

students. San Francisco, CA: Jossey-Bass.

Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning

styles: Concepts and evidence. Psychological Science in the

Public Interest, 9(3), 106 – 119.

Reid, J.M. (1995). Learning Styles in the ESL/EFL Classroom.

Boston: Heinle & Heinle Publishers.

Rodgers, J. R., & Rodgers, J. L. (2003). An investigation into the

 academic effectiveness of class attendance in an intermediate

microeconomic theory class. Faculty of Commerce – Papers,

University of Wollongong, N.S.W., 2522 Australia. Accessed on

November 02, 2011 from

http://ro.uow.edu.au/commpapers/174

Romer, D. (1993). Do students go to class? Should they? Journal of

Economic Perspectives, 7(3), 167– 174.

Sadi, O., & Cakiroglu, J. (2011). Effects of hands-on activity

enriched instruction on students’ achievement and attitude

toward science. Journal of Baltic Science Education, 10(2), 87-

97.

Schul, J. E. (2011). Revisiting an old friend: The practice and

promise of cooperative learning for the twenty-first century.

Social Studies, 102(2), 88-93.

Seweje, R.O. (2010) Defining issues in science education. 24th

Inaugural lecture, University of Ado-Ekiti, March, 8th

Siegfried, J., & Fels, R. (1979). Research on teaching college

economics: A Survey. Journal of Economic Literature, 17(3), 923

– 939.

Slavin, R.E. (1996), “Research for the future- Research on

cooperative learning and achievement: What we know, what we

need to know,” Contemporary Educational Psychology, 21(4):

43-69.

Stephen, D. & Stephen, P. (2005) Discussion as a way of teaching.

United State of America. Jossey Bass Press. A Willey Imprint,

www.josseybass.com.

Sullivan, S., and Glanz, J. (2000). Supervision that improves

teaching. Thousand Oaks, CA: Corwin Press.

Sun, H., Creemers B. P. M. & De Jong, R. (2007). Contextual factors

and effective school improvement. School Effectiveness and

School Improvement, 18:93-122.

Teo, R. & Wong, A. (2000), “Does Problem Based Learning Create A

 Better Student: A Reflection?,”Paper presented at the 2nd Asia

Pacific Conference on Problem Based Learning: Education

Across Disciplines, December 4-7, Singapore.

Tormey, R., & Henchy, D. (2008). Re-imagining the traditional

lecture: an action research approach to teaching student

teachers to 'do' philosophy. Teaching In Higher Education, 13(3),

303-314.

Webb, N. M. (2009). The teacher's role in promoting collaborative

dialogue in the classroom. British Journal of Educational

Psychology, 79(1), 1-28.

Xu, Y., & Yang, Y. (2010). Student learning in business simulation:

An empirical investigation. Journal of Education for Business,

85(4), 223-228.

Yadred, D.D., & Singh, D. J. (1997). Evaluating the Effect of

Teacher Degree Level on Educational Performance. In W.J. Fowler
(Ed.), Developments in School Finance, Washington, D.C.: National
Center for Education Statistics

Zakaria, E., Chin, C.L. & Daud, Y. (2010), “The effect of cooperative
 learning on student mathematics achievements and attitude

towards mathematics, Journal of Social Sciences, 6(2): 272-275.

Available on <http://dx.doi.org/10.3844/jssp.2010.272.275>

JOURNALS

Abe TO, Adu EI (2013). Influence of Qualification on Development

and Assessment of Computer Programmed Instructional Package on

Energy Concept in Upper Basic Technology in Ekiti State, April J.

Sci. Technol., 3 (6): 611-618.

Adeniji IA (1999). A path analytic study of some teachers

characteristics and teacher job performance in Secondary Schools

in Ogun State, Nigeria (Unpublished Ph.D Thesis) Univ. Ibadan.

Adeyemi TO (2007). Research Methods and Theses writing in

educational Studies, Lagos: New Haven Pub., 3-4.

Adesina S (1982). Planning and Educational development in

Nigeria.

Ibadan: Board Pub. Limited

Adieze LC (1986). Killing the Teaching Profession. Daily Times,

Thursday 22nd May.

Ahiauzu LU, Princewell CO (2011). Standardizing the motivational

Competence of academically qualified teachers and professional

Teachers in Nigeria secondary schools proceedings of 2011 internal

conference on Teaching, Learning change: Int. Association for

Teaching and Learning (IATEL)

Alonge MF (1989). Measurement and Evaluation in Education and

Psychology, 1st edition, Ado Ekiti , Adebayo Printing Press.

Alonge MF (2004). Measurement and Evaluation in Education and

Psychology, Ado-Ekiti, 2nd edition, Adebayo Printing Press.

Bilesanmi JB (1999). A Causal Model of Teacher’s characteristics

and Students’ achievement in some ecological concepts.

(Unpublished Ph.D. Thesis) Univ.Ibadan.

Champion DJ (1970). Basic Statistics for social research,

Tennessee, USA, Chandler publishing company, pp. 286-287.

Cooney TS (1990). Learning to Teach. New York –McGraw, Hill, C.O.

Edu, D.O. Edu, G.O. & Kalu, I.M. (2012). Influence of Academic

qualification on gender on teachers perception of difficult concept in

primary science in Ikom, educational Zone of Cross River, Greene &

Journal of Educational research 2(2). Retrieved from http:

www.gjournals.org. on 4/4/13.
Fafunwa FA (1985). History of Education. Ibadan, NPS Educational

Publishers Limited.

Federal Ministry of Education (2004): National Policy on Education:

Lagos, NERDC.

Furrugia C (1987). The Challenges of Scale educational

development in Small States of the Commonwealth. London, Paul

Mau.

Gay LR (1996). Educational research competencies for analysis and

application, fifth edition, Upper Saddle River, New Jersey Parentice.

Hall Inc. & Simon Schuster company 15: 133.

George H (2004). Issues in teacher education in England and Wales.

London: Greenwood Press.

Igwe DO (1990). Science teacher qualification and students

performance in secondary schools in Kano State. J. Sci. Teachers

Assoc. Nig., 26(2): 24-51.

Izumi LT, Evers WM (2000). Teacher quality, California, Hoover

Institution Press.

Lassa PN (1985). Teaching Mathematics in Nigerian Primary

Schools, Jos University Press.

Macintosh HB (1974). Technique and Problems of Assessment: A

practical Handbook for Teachers, London, Edward Arnold Limited.

Mkpa MA (1987). Curriculum development and implementation,

Owerri: Totan Publication Limited.

Nworgu BG (1991). Educational research basic issues and

methodology: 1st edition, Ibadan, Wisdom publishers limited, pp.

58-59.

Nworgu BG (2006). Educational research basic issues and

methodology: 2nd edition, Nsukka, Enugu, by University Trust

Publishers, pp. 77-78.

Okuruwa TO (1999). The effect of some teacher’s character on

pupils Performance in primary science (Unpublished M.Ed.

Dissertation, University of Ibadan, Ibadan.

Oladele JO (1999). The effect of early qualification on the

achievement of Pre-ND students in Kaduna Polytechnics

(Unpublished Post Graduate Diploma Dissertation), University of

Ibadan, Ibadan.

Osokoya MM (1999). Some determinants of secondary school

students’ academic achievement in Chemistry in Oyo State

(Unpublished Ph.D. Thesis) University of Ibadan, Ibadan.

Wiki M (2013). Teaching qualification Retrieved from http://en,

wikipedia.org/wiki/ teaching qualification on 4/4/13.