Teaching Qualification and Academic Performance of Primary School Children in Rivers State, Nigeria
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Central Asian Studies
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This study used the ex-post-facto research design to examine the effect of teacher qualification on academic performance of primary school children in Rivers State. In doing this, it focused on 2 primary school subjects - English Language and Mathematics. Simple random and stratified sampling techniques were used to choose 498 Basic 4 pupils from 29 classes of 20 schools in 5 local government areas of Rivers state and their teachers. Two instruments were used to elicit data for the study. They were the English and Mathematics Competency Test (EMCT) which was used to elicit data on academic performance and the Teacher Qualification and Primary School Pupils’ Performance Questionnaire (TQPSPPQ) which was used to elicit data about the qualification of the teachers. The study had two research questions and one hypothesis. The research questions were answered with tables, charts, mean and standard deviation, while the hypothesis was tested with t-test at a significance level of 0.05. The result showed that there were only 4 teachers representing 14% were professionally qualified to teach primary school children. These teachers taught 75 children representing 15% of the pupils used for the study. There was no significant effect of teacher qualification on academic performance of Basic 4 pupils in primary schools in Rivers State.
Keywords
Teacher Qualification, Academic Performance, Primary School