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RELATIONSHIP BETWEEN TEACHERS ATTITUDE AND STUDENTS ACADEMIC ACHIEVEMENT IN JUNIOR SECONDARY SCHOOL

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RELATIONSHIP BETWEEN TEACHERS ATTITUDE AND STUDENTS ACADEMIC ACHIEVEMENT IN JUNIOR SECONDARY SCHOOL

A STUDY OF RELATIONSHIP BETWEEN TEACHERS ATTITUDE AND STUDENTS ACADEMIC ACHIEVEMENT IN JUNIOR SECONDARY SCHOOL IN AKURE SOUTH LOCAL GOVERNMENT AREA

 

 

ABSTRACT

A study of relationship between teacher’s attitude and student’s academic achievement in junior secondary school in Akure South local government area. The study comprise twenty Questionnaire used to collect relevant data for the study and 2nd term record of examination result was also used for the study. Percentage and simple count were used to analyses the research question. Response of student showed that student gender, student experience do not affect the relationship between teachers attitude and student’s academic achievement in junior secondary school in integrated science. The student roles was also discussed to bring effective learning in integrated science, it is recommended that the teacher must develop positive relationship with student and stress class room activities which will involved active teaching learning process and student’s participation in the class.

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CHAPTER ONE

INTRODUCTION

1.0     Background to the study

          In science education attitude towards science is an important factors affecting student’s science achievement as well as student’s alternatives conceptions or misconceptions. Attitude is a hypothetical construct that indication an individual like and dislike toward an item. It may be positive, negative or neutral. Attitude is an approach, temperament, sensation, situation, etc. With regard to a person or thing inclination or course, especially of the mind. Attitude is a way of looking at things (Mvellerleile 2010.)

An attitude may be define as predisposition to respond in a favorable or unfavorable manner with respect to a given attitude object (Oskamp and Schuitz 2009) every science teacher considered the development of positive attitude towards science subject as his center responsibility (Cheung, 2009).

Unluckily, what is going on in our science classroom is not particular to the student across all ages research has revealed, (Stark and Gray 2009: Cheung 2007).

According to Yara (2009), teacher, attitude and his method of teaching can greatly influenced the student attitude. Bennett et al. (2010) also explored that the undergraduate student who had developed a lower always got low grade in examination. A number of factors have been identified as related to student attitude towards integrated science, such as factors including teaching method teachers attitude, influence of parent, gender, age, cognitive style of pupils, career interest and social implication of integrated science and achievement Adwso(2010).

Olatoye (2010) found that student attitude towards intergraded science have significant direct effect on student achievement in the subject attitude is important in supporting their achievement and interest towards a particular discipline. Student attitude toward science have been extensively studies, Dhindsa & Cheung (2009), Osborne et al. (2010), but research was initially focused greatly on science in general (Dawson, 2007) and less attention was addressed to particular discipline like biology, physics e.t.c (Salta and Tzougraki (2004).

This can partly camouflage student’s attitude towards science because science is not viewed as homogenous subject, ( Spall et al 2004) in science education attitude toward science is an important factors affecting student science achievement as well a student alternative conception or misconceptions. An important reason for examining attitudinal construct in science education is to be able to understand the ways in which they affect student learning in the cognitive field. Student’s interest is likely to be positively correlated with their achievement in science understanding (Simpson et al. 2010).

The development of scientific literacy among student required their positive attitude toward science (Linn 2010). There are some research findings showing towards school science and their achievement in science (e.g Neathery 2005 Simpson & Oliver, 2004: Osborne & Collins (2000). These studies show that the student who have more positive attitude towards science would be more successful in science classrooms. The relationship between attitude and achievement is influenced by contextual factors, including classroom organization teacher authority, the nature of classroom academic tasks, and evaluation structure. These contextual factors may serve to strengthen the relationship between attitudinal constructs and science learning experience affect their attitude positively, increase their motivation for science learning as well as to weaken them (Pintrich, Marx & Boyle 2007).

According to Koballa and Glymn (2007) student science learning experience affect their attitude positively increase motivation for science learning and as a result lead to higher achievement in science student also have different attitude towards different domains of science, physic, Science, biology (Osborne & Collins, 2009).

The quality of science teaching is an important factor affecting student attitude toward school science (Ebenezer & Zoller, 2004, Osborne Simon & Collins 2003) using laboratories in science of integrated lesson (Adesoji & Raimi, 2004)

In the literature, there have been many research studies on the effect of different instructional strategies on student’s attitude (Gibson & Chase, 2002, Wong et al, 2002) A common hypothesis with respect to teacher’s attitude and student achievement is that student taught using the right approach or attitude achieve at a higher level because their teachers have displayed the right attitude and acquired classroom management skills to deal with different type of classroom problems (Slavin, 2002 Evan, 2002 Gibsons et al 2001).

Furthermore, more experienced teacher are considered to be more also able to concentrate on the most appropriate way to teach particular topic bon student who offer in their abilities prior knowledge and Williams 2001)

Stringfield and Teddlie 2004 Ejogu, 2010 was of the view in order to improve on any aspect of education it is therefore imperative involve a well articulated teacher education programme that will prepare the teacher for the leadership role they are expected to play.

The important of teacher in the meaningful education at all level is reflected in the national police on education (2004) as it declares that no educational system may rise above the quality of its teachers.

This declaration in the policy document underscores the needs for teacher effectiveness in our school, conceptualized teacher’s effectiveness as the managerial skills essential for enhanced classroom control and discipline. It is the teacher’s competence ability utilize the appropriate language. Methodology and available instructional material to bring out the best from learners in terms of academic achievement.

It has been observed that teachers teach science in a way that merely required the student to listen read and regurgitate this depicts negative attitude to teaching several research findings have confirmed the hypothesis that teacher’s attitude either toward science or towards science teaching affect their student achievement and attitude toward science.

Okpala (2007) Found that, the effect of teacher’s attitude towards practices on student’s achievement and their attitude towards physics was of his findings that teacher’s achievement as well as their attitude. Also Igwe (2009) showed that, the effect of teacher attitude to integrated science was stronger on the student integrated science achievement that on their attitudes.

To Abimbase (20005), teachers are said to be effective when their teaching can lead to student learning nothing has been taught until it has been learnt and this happen when the teaching as an attempt on his own part to teach what he has learnt to his student using the right approach attitude.

Teacher are invariable role models whose behaviours are easily mimicked by student. What teacher feel about their or studies could have significant effect on the student. It is important to note that the various disposition that our teachers display at work betrayed their devotion.

This has greatly affected the attitude and in particular the learning of integrated and hence their poor performance in the subject. Many have no mastery of the curriculum content and the organization is highly detestable. Teacher’s effective reaction to work are not as good as they should be in many of our schools yet teacher are looked upon as instrument of social engineering progress and change. This declining outlook calls for immediate diagnosis and treatment.

The present study investigate teacher’s attitude and its effect on student’s achievement in integrated science with a view of confirming or annulling the above several claims.

 

1.1     Statement of the Problem

The importance of science particularly integrated science in the technological development of a nation cannot be over emphasized. However we cannot lose sight of the fact that in any teaching learning situation, the student, the teachers, the curriculum and the learning environment are the four pilot’s factor that make learning to be meaningful.

However a problem concurrently predominant in school is that of teacher having a poor attitude which makes the teaching learning process dangerously done.

As related to the tenets of this research work, it has been reported that student academic achievement in integrated has been lowered by the teacher’s poor attitude to the teaching of the subject matter (Samuel 2010).

Therefore, to eradicate this endangering problem, it is necessary to investigate teacher’s attitude toward the teaching of integrated science in our secondary schools and its effect on student’s achievement.

1.3     Research Question

The objective of this research work is to answer following question

  1. To what extent does the teacher attitude determines that academic achievement science
  2. What is the level of academic achievement of the student studying integrated science in our secondary schools?

1.4     Research Hypotheses

In relevance to the above questions, the following hypothesis was tested.

  1. There is no significant relationship between the teacher’s attitude and the student academic achievement in JSS integrated science
  2. There is no significant different between the mean integrated science achievement scores of male and female student in JSS integrated science.

1.5     Purpose of the study

          This research work look at the position of integrated science teaching in some of our secondary schools and how the position affect academic achievement of our students. It also identifies some of the factors affecting the teaching of integrated science and the relationship with student’s academic achievement. The study also looks at method or ways to improve student’s academic achievement in integrated science examination

1.6     Significant of the study

          This study sorts to figure out the teacher attitude and its effect on student’s achievement in integrated science in some selected junior secondary schools in Akure South and Ondo State local government Area. This investigation does not include primary schools and junior secondary schools within the area.

A number of studies pointed out that study of teacher attitude are important in academic success. Hence, it is important and desirable that a probe into the pattern of study relationship and attitudes of the students and its relationship with licensure examination

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