ABSTRACT
The study examined the
effect of teachers qualification and working experience on the performance of
students in Mathematics in Ikere Local Government Area of Ekiti State, Nigeria.
Subjects for the study were one hundred and twenty (120) student students were
randomly selected from five secondary schools in Ikere Local Government Area of EkitiState.
Questionnaires were used to collect relevant data for the study. Percentages
and chi-square were used to analyze the research questions. Responses of
Teachers showed that Teachers qualification and student’s environment do not
influence student’s poor performance but teacher’s methods of teaching
influence poor academic performance.
Student’s response on the other hand showed that while teacher’s method
of teaching and learning materials does not. The implications of these findings
for secondary school guidance counselors for good academic performance were
discussed.
TABLE OF CONTENTS
Title
Page
Certification
Dedication
Acknowledgements
Abstract
Table
of Contents
CHAPTER ONE
INTRODUCTION
Background
of the Study
Purpose
of the Study
State
of the Problem.
Research
Questions
Research
Hypothesis.
Delimitation
of the Study.
Significance
of the Study
Definition
of Terms.
CHAPTER TWO
LITERATURE
REVIEW.
Poor
Academic Performance
Teachers
Roles
Effects
of Teaching on Science Student Performance
CHAPTER THREE
METHODOLOGY
Research
Design
Population
Sample
and Sampling Technique
Instrumentation
Validity
and Reliability of Instrument.
Data
Collection.
Data
Analysis
CHAPTER FOUR
Analysis
of Data and Discussion of Result
Discussion
of Findings
CHAPTER FIVE
Summary,
Conclusion and Recommendations.
Summary
of Findings.
Implications
of Findings.
Conclusion.
Recommendations.
Suggestions
for Further Study.
References.
CHAPTER ONE
INTRODUTION
Background of the Study
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
mathematics 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
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