ANALYSIS OF STUDENTS’ ATTITUDE TOWARDS TEACHING AS A PROFESSION IN SOME SELECTED SECONDARY SCHOOLS IN OGUN-STATE, NIGERIA
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Teaching
Abstract:
This study investigated the influence of teachers’ teaching experience on the academic performance of public secondary school students in Mathematics and English Language in Ado-Odo/Ota and Ifo Local Government Areas in Ogun State. The study adopted descriptiveresearch design. Study population comprised all the 31 Senior Secondary Schools in the selected two local government areas. A sample of 20 Schools was drawn from the population through the process of simple random sampling technique, made up of 14 schools in Ado-Odo/Ota, and 6 schools in Ifo Local Government Areas. An inventory schedule was the instrument used for data collection. 400 questionnaires, 20 questionnaires per school were administered. 388 (97%) questionnaires were returned. Their responses were analyzed through content analysis. The regression analysis and t-test were used to test hypotheses generated for the study at 0.05 alpha levels. Findings reveal that teachers’ teaching experience has significantly influenced students’ academic performance in Mathematics and English Language as measured by their performance in the SSC examinations and as perceived by the respondents. Schools having more teachers with above 10 years teaching experience achieved better results than schools having more teachers with 10 years and below teaching experience.
INTRODUCTION
This study investigated teachers‟ teaching experience and academic performance in Mathematics and English Language in public secondary schools in Ado-Odo/Ota and Ifo Local Government Areas (LGAs) in Ogun State, Nigeria. Education is a continuous process in life. It is the process of training and developing the knowledge, skill, mind and character of people. It is also the process by which the latent abilities of individuals are developed so that they may be useful to themselves and the society (Olaniyonu, Adekoya and Gbenu, 2008). Meaningful improvements in the quality of education that students receive are determined by the quality of teachers (Anderson, 1991). Therefore quality teaching and learning are sine qua non for students‟ academic performance. For a nation that wants to achieve rapid technological development, academic performance in Mathematics and English Language is central to the attainment of this laudable goal. Mathematics is the foundation science subject for the other science subjects like, Physics, Chemistry, Biology, and Additional Mathematics, while English Language is an indispensable tool of expression and communication. A number of scholars citing the role that language played in the successful development experience of nations like Japan, China, Korea, former Soviet Union now Common Wealth of Independent States, and the Asian Tigers, have advocated for the use of Nigerian local languages in teaching Mathematics and other science subjects in the primary and secondary schools.
