RELATIONSHIP BETWEEN TEACHERS EFFECTIVENESS AND STUDENT’S ACADEMIC PERFORMANCE IN BUSINESS STUDIES IN SECONDARY SCHOOL
Background of the Study
Teaching is an art and the quality of teaching depends on the love, dedication and devotion of the teacher towards the subject of knowledge. The most single critical element in the education process is the teacher who plans, organizes, designs, directs, motivates and inspires others to learn using standard teaching techniques to impart knowledge (Okolocha & Onyeneke, 2013). Teaching is a purpose profession engaged in human resource development for individual and economic growth (Oyekan, 2000). It is done systematically by professionals who have acquired some skills and knowledge either by training or experience or both. To make desirable impact, teaching must aim at total development of the individual, that is, to enhance intellectual capabilities, developmental and cognitive intellectuality, foster psycho-social skills, and draw out neuro-physical aptitude of the learners (Akinmusire, 2012). All education institutions emphasize that teaching is important and it gives high priority to developing effective teaching and solving teaching challenges. Effective teaching may include high level of creativity in analyzing, synthesizing and presenting knowledge in new and effective ways. It should instill in the learners the ability to be analytical, intellectually curious, culturally aware, employable and capable of leadership (Okolie, 2014).
According to Omoifo & Urevbu (2007), effective teaching implies the use of The quality of any teaching programme cannot rise above the quality of her teachers, teaching is a highly individualized activity, and the student-teacher interaction is an intense human relationship that encompasses a broad range of personalities and behaviours (Okolie, 2014). Adegbile (2008) described an effective teacher as efficient, reliable and courteously equipped with professionalism, creative in imagination, bustling ingenuity and depth of experience necessary for optimal performance and the achievement of goals. The teacher as a good manager of instruction should be able to utilize appropriate techniques to gain and maintain the attention of students. An effective teacher should be to display requisite pedagogical insight and professional qualities and utilize same to guide the teaching/learning process to the point of achieving stated educational objectives. It is not possible to guarantee a meaningful learning of Business studies without effective teachers to translate the laudable objectives of the Business studies curriculum into the practice in the classroom.
The issue of declining academic performance of business studies students in Nigeria secondary schools has generated much interest among stakeholders in the education sector in Delta State. The quality of education and performance of students depends on the teachers as reflected in the discharge of their duties. Over time pupils’ academic performance in both internal and external examinations had been used to determine the effectiveness of teachers and teaching (Ajao, 2001). This was buttressed by Ogunsaju (2004) that the academic standard of students in all Nigerian educational institutions has fallen considerably below societal expectations. Teachers have been known to have important influence on students’ academic achievement and they also play a crucial role in educational attainment because the teacher is ultimately responsible for translating educational policies and principles into actions based on practice during interaction with the students (Afe, 2001). Both teaching and learning depend on teachers: no wonder an effective teacher has been conceptualized as one who produces desired results in the course of his duty as a teacher (Uchefuna 2001).
Statement of the problem
The Federal Ministry of Education (2006) reporting on Nigeria, revealed that the academic performance of students in the senior school Certificate Examinations conducted between 2000 and 2006 was below fifty percent (50%). The falling standard of education in the nation is becoming so high, more especially in our secondary schools.
As school population increases class sizes also increase, the performances of students become student’s feelings and achievement on administration quality and school budgets, class size’s administrative decision over which teachers have little or no control. Most researchers state that, the size of the class would prove a significant determinant of the degree of success of students. Exception of a few, many studies have reported that under ideal situation, class size itself is an important factor. The first issue that calls for immediate clarification is what number of student should constitute at a large group and what should be described as a small group. In describing a small group, the researcher observed that they have few teachers with small pools of talent offer limited range of subjects and characteristically finding it hard to justify costly investment on libraries, their students lack competition and merest peers as they get stuck with some teachers for an entire school career. Large class size on the other hand is often impersonal, having broader curricula with teachers being given wider support. While students may suffer discipline problems as teachers cannot get to know their students very easily. They find it easy to stream students according to their ability while commitment to work may stand as a test of time.
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