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Please use this identifier to cite or link to this item: http://bsuir.bsum.edu.ng:8080/jspui/handle/11409/569

Title: IMPACT OF TEACHERS’ PROFESSIONAL COMPETENCE ON UPPER BASIC TWO STUDENTS’ INTEREST AND ACHIEVEMENT IN SOCIAL STUDIES IN PLATEAU STATE, NIGERIA
Authors: OWANENOH, FELICIA NKIRUKA
Keywords: TEACHERS' PROFESSIONAL COMPETENCE, UPPER BASIC TWO STUDENTS'INTEREST, ACHIEVEMENT, SOCIAL STUDIES, PLATEAU STATE, NIGERIA
Issue Date: Sep-2019
Abstract: This study was carried out to determine the impact of teachers’ professional competence on upper basic students’ interest and achievement in Social Studies in Plateau State Nigeria. The study also considered gender and location. The target population of this study comprised 19,711 (10,663 male and 9048 female) upper basic II school students, 310 Social Studies heads and 1,333 teachers in upper basic schools. The sample was obtained using purposive sampling technique. A sample of 1,970 (1066 males and 904 females).126 Social Studies heads (59 professionals and 67 non-professionals) and 133 Social Studies teachers from all the secondary schools in all the 3 educationalzones of the state was used for this study. The study was guided by 11 research questions and 10 hypotheses. Ex-post facto research design was adopted. Social Studies head questionnaires on Social Studies teachers professional competence (SSHQSSTPC), teachers’ competence observation check list (TCOC), Social Studies interest inventory questionnaire (SSIIQ) and Social Studies Achievement Test (SSAT) were used for data collection. The reliability co-efficient of SSAT was determined by using Kuder Richardson 21(K-21) statistics which yieled 0.75, while that of SSHQSSTPC, TCOC and SSIIQ were 0.82, (0.52 & 0.75) and 0.77 was determined through Cronbach Alpha. Data collected were analysed using mean and standard deviation to answer the research questions. The null hypotheses were tested using t-test statistic at 0.05 level of significance. It was found that students who were taught Social Studies by professionally competent teachers showed higher achievement than students taught by non-professionally competent teachers. (t=21.868, with P =0.00C 0.05) + =15.685, with P=0.00 < 0.05 and t= 15.293, with P=0.00 < 0.05) respectively whether on gender or location. There was no significant difference between the mean interest rate of those taught by professionally competent teachers and the mean interest rate of those taught by non-professionally competent teachers either on gender or location. The result indicated that the use of professionally competent teachers to teach Social Studies in our schools is more impactful. The study recommended among others that Social Studies should be taught in our schools by competent teachers so as to boost the interest and achievement of Social Studies students.
URI: http://bsuir.bsum.edu.ng:8080/jspui/handle/11409/569
Appears in Collections:Curriculum and Teaching

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