Abstract

This study is on influence of teachers’ training on student academic achievement. The total population for the study is 200 staff of selected secondary schools in Oredo local government of Edo state. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made principals, vice principals administration, senior staff and junior staff were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies

CHAPTER ONE

INTRODUCTION

1.1      Background of the study

In every society of the world, irrespective of cultural differences and geographical demarcations, the need to socialize the young members of the society equip them with the knowledge, skills and attitude that empower them to contribute towards the realization of the society’s set goals is deemed prior.   In recognition of this fact, every society strives for institutionalization of socializing agents ranging from the families, churches, schools to many other legalized bodies designated with the responsibilities of ensuring the creation and maintenance of this dependable transformation of behaviour to a worthwhile type in the youths. Of all the functional institutions of socialization the school is central. This is probably because it creates and controls the behaviors of other agents of socialization by selecting and impacting in them the designed and functional behaviour as dictated by the philosophical and cultural values of the society in question. The above premises therefore lend credence to admit that every nations scientific and technological development, economic and political securities and actualization o general goals and objectives as well world recognition are heavily anchored on the nation’s formal education system. Since the departure of the colonial masters, Nigeria in particular and other developing countries in general suffer relating, a significant shortfall in the standard of education when the academic achievements of their student are measured against expectations. Government in her attempts to address this issue has, through various National Curriculum Conferences and National Policies of Education (NPE), created, some educational system like: 6-3-3-4 system which was outcome of 1969 National Curriculum Conference followed by Universal Primary Education (UPE) and Universal Basic Education (UBE/ Basic 9) all in quest to meet National goals through education (Fafuruwa 2004).  Primarily, these efforts were advanced towards reversing the selfish philosophy of education by the colonial hunters back to suit our indigenous needs.  To this end, detailed consideration of the professional competence of our teachers became less u effect leaning to contamination of teaching profession with a dominating number of unprofessional (quacks). Thus, while the efforts were on changing the philosophy of education and curriculum development for indigenous uses the axes of the educational institutions an systems were denied attention. Since this period to recent time, our school products 9graduates) have been characterized by poor academic achievement, insufficient scientific and technological know-how, lack of initiative, poor business attitude, poor professional skills and competences and so on which have formed a base for examination mal-practice, social ad political crime and retarded national development. However, thanks to teachers Registration Council (TRC) of Nigeria, a body established by the Act no 31 of 1993 to among other things; register teachers growth, teachers, regulate and control the teaching profession, ensure ethical rejuvenation by enforcing rules and regulations guiding the teaching and learning as a profession, prescribe the standard of entry into the profession, show warning signals to intruders (quacks) into the profession etc. Though the above observed educational problem can be attributed to so many other factors the study is walled to seek if any the impact of (TRCN) directives on academic achievement of the students by comparing the achievement score of students taught by professional teachers with the scores of those under unprofessional teachers to determine the influence of professionalism in teacher’s products (learning).

1.2STATEMENT OF THE PROBLEM

Common observations complain in examining rate the degree of poor academic achievement among secondary school students and beyond. The condition when left unchecked in any society threatens to obliterate among other things; social order, man-power, national development and replace them with social crime and underdevelopment. This poor academic achievement leads to uncontrable examination mal-practice in our total school system which probably account for certification of ignoramuses who prefer paper certificate to knowledge and skills required for the survival of individual and the entire society.

1.3 OBJECTIVE OF THE STUDY

The objectives of the study are;

1.   To find out whether the scores of achievement test in English Language and Mathematics subjects from students taught by professional trained teachers will vary from the scores their counterpart in the same test (English Language trained teachers (quacks).

2.   To ascertain whether teacher’s professional training influence learner’s academic achievement

3.   To ascertain the difference between the academic achievement of the students taught by professional trained teacher and the academic achievement of these taught by unprofessional trained teachers (quacks).

1.4 RESEARCH HYPOTHESES

For the successful completion of the study, the following research hypotheses were formulated by the researcher; 

H0:   teacher’s professional training do not influence learner’s academic achievement

H1:teacher’s professional training influence learner’s academic achievement

H02:there is no difference between the academic achievement of the students taught by professional trained teacher and the academic achievement of these taught by unprofessional trained teachers (quacks).

H2:there is difference between the academic achievement of the students taught by professional trained teacher and the academic achievement of these taught by unprofessional trained teachers (quacks).

1.5 SIGNIFICANCE OF THE STUDY

This study will give a clear insight on influence of teachers training on student academic achievement. The study will be beneficial to teachers, students and the general public. The study will serve as a reference to others researcher

1.6 SCOPE AND LIMITATION OF THE STUDY

The scope of the study covers influence of teachers training on student academic achievement. The researcher encounters some constrain which limited the scope of the study;

a) AVAILABILITY OF RESEARCH MATERIAL: The research material available to the researcher is insufficient, thereby limiting the study       

b) TIME: The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.

c) Organizational privacy: Limited Access to the selected auditing firm makes it difficult to get all the necessary and required information concerning the activities 

1.7DEFINITION OF TERMS

TEACHER:A teacher is a person who helps others to acquire knowledge, competences or values. Informally the role of teacher may be taken on by anyone

TEACHER’S TRAINING:Teacher education or teacher training refers to the policies, procedures, and provision designed to equip teachers with the knowledge, attitudes, behaviors, and skills they require to perform their

STUDENT:A student is a learner or someone who attends an educational institution. In the United Kingdom, those attending university are termed "students" while "pupil" refers to an attendee of a lower educational 

ACADEMIC ACHIEVEMENT:Academic achievement or (academic) performance is the extent to which a student, teacher or institution has achieved their short or long-term educational goals. Cumulative GPA and completion of educational degrees such as High School and bachelor's degrees represent academic achievement.

1.8 ORGANIZATION OF THE STUDY

This research work is organized in five chapters, for easy understanding, as follows

Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study. Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature. Chapter three deals on the research design and methodology adopted in the study. Chapter four concentrate on the data collection and analysis and presentation of finding.  Chapter five gives summary, conclusion, and recommendations made of the study 

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