Abstract

The aim of this study is to investigate the impact of pedagogical practices and academic credentials of biology instructors on the disappointing academic performance of students in the Afijio LGA of Oyo State. The research comprises of five primary inquiries, with three addressed through hypotheses and two assessed with a 0.05 significance level. Data were collected via surveys and questionnaires, with 100 pupils from five different schools offering biology in the region taking part in the study. The questionnaire utilized a four-point scale to measure academic performance, proximity to schools, and social disparities between genders. Frequencies, percentages, and regression were utilized in data analysis. Results indicate that effective teaching methods and instructors’ level of education significantly impact biology pupils’ academic success. These findings support the views of Gupta (2017) and Ukpong (2021), who similarly emphasized the importance of a teacher’s approach and qualification on student performance. The study recommends that the government incentivize and motivate experienced teachers in the education system, while also encouraging students to prioritize learning over just academic achievement. Additionally, it suggests that only certified teachers should be permitted to teach mathematics at the secondary level to enhance their pedagogical approach and enhance students’ academic achievements.

Keywords: methods of teaching, teachers’ qualification, academic achievement.

Impact Statement

Biology teachers’ pedagogical practices and professional credentials significantly impact the academic performance of children. The study will impact the teacher education and policy makers by recommending that students should learn to be studious and not rely on alone for their academic progress, while the government should put in place measures and incentives to promote and inspire skilled teachers in the school system.

About Author

Agada Allwell a lecturer in the department of Biology in School of Secondary Education Science Program. I have Master in Biology Education (M.Ed.) and am Currently undergoing Ph.D. program in the same field.

Cite this Article

APA (7th ed.): Agada, A., Oladipupo, S. I., & Adeyemi, C. O. (2024). Methods of Teaching and Teachers’ Qualification of Biology Teacher as Determinant of Poor Academic Achievement in Afijio Local Government Area. Edumania-An International Multidisciplinary Journal, 2(2), 216–229. https://doi.org/10.59231/edumania/9049

Chicago (17th ed.): Agada, Allwell, Shadrach Irawoola Oladipupo, and Christianah Oluwakemi Adeyemi. “Methods of Teaching and Teachers’ Qualification of Biology Teacher as Determinant of Poor Academic Achievement in Afijio Local Government Area.” Edumania-An International Multidisciplinary Journal 2, no. 2 (2024): 216–229. https://doi.org/10.59231/edumania/9049.

MLA (9th ed.): Agada, Allwell, et al. “Methods of Teaching and Teachers’ Qualification of Biology Teacher as Determinant of Poor Academic Achievement in Afijio Local Government Area.” Edumania-An International Multidisciplinary Journal, vol. 2, no. 2, 2024, pp. 216–229. https://doi.org/10.59231/edumania/9049.

Statements & Declarations

Peer Review: The scholarly quality and contribution of this research on teaching methods, teacher qualifications, and academic achievement in biology have been confirmed through a rigorous and independent peer-review process conducted by experts in the relevant fields.

Review Type: This article underwent a double-blind peer review, wherein the identities of the authors (Allwell Agada, Shadrach Irawoola Oladipupo, and Christianah Oluwakemi Adeyemi) and the reviewers were concealed from each other. The review was conducted by subject experts in biology education, science pedagogy, teacher education, and educational assessment.

Competing Interests: The authors, Allwell Agada, Shadrach Irawoola Oladipupo, and Christianah Oluwakemi Adeyemi, jointly and individually declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.

Data Availability: The datasets generated and analyzed during the current study, including student achievement scores and teacher survey data, are available from the corresponding author, A. Agada, upon reasonable request. The data are not publicly available due to privacy and confidentiality agreements with the participating biology teachers and secondary schools in Afijio Local Government Area, Nigeria.

Funding: This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors. The work was completed using the authors’ institutional resources at Federal College of Education (Special), Oyo, Nigeria, and personal scholarly efforts.

License: This article is an open-access article distributed under the terms and conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives (CC BY-NC-ND) 4.0 International License. This license allows others to download this work and share it with others for non-commercial purposes, as long as they credit the authors, but they cannot change it in any way or use it commercially.

Ethical Approval: All procedures performed in this study involving human participants (biology teachers and secondary school students) were in accordance with the ethical standards of the institutional research committee. Ethical approval for this research was granted by the Institutional Ethics Committee of Federal College of Education (Special), Oyo, Nigeria, where all authors are affiliated. Informed consent was obtained from all individual teacher participants and from the participating schools included in the study. Appropriate permissions were obtained from relevant educational authorities in Afijio Local Government Area. The anonymity and confidentiality of all participants have been strictly maintained throughout the research process.

References

1. Abe, T.O. & Adu, E.I. (2013). Influence of qualification on development and assessment of   computer programmed instructional package on energy concept in upper basic technology in Ekiti State. Journal of Science and Technology, 3 (6): 611-618.

2. Akinsolu, A.O. (2010). Teachers and students’ academic performance in Nigerian secondary schools: Implications for planning. Florida Journal of Educational Administration & Policy, 3(2), 87-103.

3. Hillmayr, D. Lisa Z.  Frank R, Sarah I. H, & Kristina M. R. (2020). The Potential of Digital Tools to Enhance Mathematics and Science Learning in Secondary Schools:  A Context-Specific Meta-Analysis.” Computers & Education 153:103897.

4. Ibrahim, A. S. Okeh, B. I. & Ayorinde, M. O. (2019). Comparative analysis of students’ academic performance in agricultural science in public and private secondary schools of Kaduna state, Nigeria. International Journal of Thesis projects and Dissertations, 1(2), 11-19.

5. Jeffrey, A. L. (2021). Teacher’s teaching methods and student’s academic performance in science: basis for teacher’s in –service training program. Global journal of research in humanities & cultural studies, 7(13), 10-21.

6. Munawaroh. (2017). The influence of teaching methods and learning environment to the student’s learning achievement of craft and entrepreneurship subjects at vocational high school. International journal of environmental & science education, 12(4), 665-678.

7. Chavada, J. K. (2024). The role of teacher has changed in the context of classroom education in the 21st century. Shodh Sari-An International Multidisciplinary Journal, 03(01), 66–70. https://doi.org/10.59231/sari7655

8. Narad, A., &Abdullah, B.  (2016). Academic performance of senior secondary school students: Influence of parental encouragement and school environment. Rupkatha Journal on Interdisciplinary Studies in Humanities, 8(2), 12-19

9. Bhagoji, M. D. (2024). Navigating Global Dynamics in Teacher Education: A Comprehensive Overview. Shodh Sari-An International Multidisciplinary Journal, 03(01), 123–133. https://doi.org/10.59231/sari7660

10. Ofeimu, J.  & Kolawole B. O. (2017). Teacher quality as determinant of students’ academic performance in secondary schools in Edo South Senatorial District of Nigeria. British Journal of Education 5(13), 19-30.

11. Onyekuru, B. U. & Ibegbunam, J.O. (2013). Teaching effectiveness of secondary school teachers in Emohua Local Government Area of Rivers State, Nigeria. European Scientific Journal, 9(28), 212-226.

12. Pandey R. G. (2008). Academic achievement as related to motivation and parental background. Indian Psychological Revolution, 70(4): 213-216.

13. Addo, D. E., Efut, E. N., Akpo, D. M., & Egor, O. W. (2023). Innovative instructional design packages for promoting inclusive and participatory interactive learning experience in Nigeria. Shodh Sari-An International Multidisciplinary Journal, 70–87. https://doi.org/10.59231/sari7575

14. Scherer, Ronny, F. S. & Bárbara, S. V. (2020). “A Meta-Analysis of Teaching and Learning Computer Programming: Effective Instructional Approaches and Conditions.” Computers in Human Behavior 109:106349.

15. Ukpong, J. B. (2021). Teacher’s characteristics and academic performance of biology students in secondary schools in Calabar municipality of cross river state. Research project.