CHAPTER ONE

1.0 INTRODUCTION

1.1 BACKGROUND OF STUDY

It is no doubt that good skills gives you the edge you need to be ahead in our society today. But exposure develop you morally and academically. The level of exposure of secondary school teachers vary from school to school.

This variation in the quality of teachers in the school might be as a result of the financial strength of the school.

Practically most expensive schools do better than the smaller ones in terms of academic performance of the students because of the quality of teachers they have. A school that is well equiped financially will have the money to pay for higher grade teacher with great experience in the academic field.

The level of experience plays a vital role on the students- teacher relationship. An exposed teacher understands the behavioural pattern of virtually their students.

History has it that in most of the inter-school compititions and other scholarship exams the schools withn higher grades of teachers with sound experience always do better than the mushroom schools in Nigeria.

Most students tends to model their best teachers, you could imagine in a school where the teachers are not good enough; how can they manage and mentor the students?

The level of exposure of the teachers in most of the secondary schools in Nigeria tends to help students performance in their academics.

1.2 STATEMENT OF PROBLEM

The performance of students in most secondary school tends to be very poor; reason being because of the level of experienced teachers in the schools. Most schools wish for an experienced teacher but because the can not spend more than what they earn, they can not go for teachers of higher exposure and level of acadmic qualification; they end up recruiting the group of teachers that they can pay little to work. Most parents want the best for their children but because of the level of their income they could not send their children to these big schools with teacher with higher level of exposure.

Parents sending their children to lower schools is economical but has a negative effect on the academic performance of the students.

1.3 RESEARCH QUESTION

1. What are the influence of exposure on the teachers ability to carryout their duty deligently?

2. Does the level of exposure of the teachers have significant effect on the academic performance of the students?

3. In what other ways can the federal government of Nigeria assist the mushroom schools towards getting experienced teachers?

4. Does the level of exposure of the teachers have significant effect on the student-teacher relationship?

5. What are the various measures to be taken by most of the mush room schools towards getting an experienced teacher?

6. Why does some students in the better schools with experienced teachers still perform poorly academically?

1.4 RESEARCH HYPOTHESIS

H0: There is no significant relationship between the level of exposure of teacher and the acadmic performance of students in secondary schools.

H1: There is significant relationship between the level of exposure of teacher and the acadmic performance of students in secondary schools.

H0: The level skills and exposure of teachers does not have significant impact on the academic performance of students.

H1: The level skills and exposure of teachers have significant impact on the academic performance of students.

H0: there is no mean differences in gender responses of the respondents that the level of exposure and skills of teachers have significant impact.

H1: there is mean differences in gender responses of the respondents that the level of exposure and skills of teachers have significant impact.

1.5 AIMS AND OBJECTIVES OF STUDY

The aims and objectives of the research work is to determine:

1. The influence of exposure on the teachers ability to carryout their duties deligently.

2. If the level of exposure of the teachers have significant effect on the academic performance of the students.

3. Other ways the federal government of Nigeria can assist the mushroom schools towards getting experienced teachers.

4. If the level of exposure of the teachers have significant effect on the student-teacher relationship.

5. The various measures to be taken by most of the mush room schools towards getting an experienced teacher.

6. The reason why some students in the better schools with experienced teachers still perform poorly academically.

1.6 SIGNIFICANCE OF STUDY

The research work will give in details the impact of skills teachers on the academic performance of students in secondary schools, it will reveal also the how the level of exposure of teachers help to improve the academic performance of students. The research work will explain also in details the relationship between skilled teachers and the level of acdemic performance of students.

By the end of this research work we shall also understand perfectly the role of the federal government of Nigeria towards bringing skilled and experience teachers to some of the mush room schools in Nigeria.

1.7 SCOPE OF STUDY

The study is only concern in determining the impact of the level of exposure of teachers on the academic performance of students in secondary schools. The study will discuss some of the federal government policy towards towards bringing skilled teachers to some of the mush room schools in Nigeria.

1.8 LIMITATION OF STUDY

FINANCIAL CONSTRAINTS: Due to insufficent funds the researcher was unable to visit more schools for the distribution of the research questionnaires, but the researcher was able to distribute the questionnaires to a good number of schools.

TIME CONSTRAINTS: due to the nature of the roads to some of these schools, the researchers was delayed for some hours before getting to these schools. But the researcher was able to still meet up with time duration for the research work.

1.9 METHODOLOGY SUMMARY

The researh work will make use of primary data for the purpose of the analysis through the distribution of research questionnaires to some of the secondary schools. The research work will apply the chi-square, correlation and the paired sample t-test for the purpose of the analysis with a sample size of 200.

REFERENCES

Arbuckle, J.L. (1997). Amos usersí guide (Version 3.6). Chicago: Small Waters Corporation. Austin, G.R., & Garber, H. (Eds.). 1985. Research on exemplary schools. New York: Academic Press. Brookover, W., Beady, C., Flood, P., Schweitzer, J., & Wisenbaker, J. (1979). School social systems and student achievement: Schools can make a difference. Brooklyn, NY: J.F. Bergin. Bryk, A.S., & Raudenbush, S.W. (1992). Hierarchical linear models: Applications and data analysis methods. Newbury Park, CA: Sage Publications. Chubb, J., & Moe, T. (1990). Politics, markets and Americaís schools. Washington, DC: The Brookings Institution. Cohen, D.K., & Hill, H.C. (2000). Instructional policy and classroom performance: The mathematics reform in California. Teachers College Record, 102(2), 294ñ343. Coleman, J.S., Campbell, E.Q., Hobson, C.J., McPartland, J., Mood, A.M., Weinfeld, F.D., & York. R.L. (1966). Equality of educational opportunity. Washington, DC: U.S. Government Printing Office. Edmonds, R. (1979). Effective schools for the urban poor. Educational Leadership, 37(1), 15-24. Ehrenberg, R.G., & Brewer, D.J. (1995). Did teachersí verbal ability and race matter in the 1960s? Coleman revisited. Economics of Education Review, 14(1), 1ñ21. Ferguson, R.F. (1991). Paying for public education: New evidence on how and why money matters. Harvard Journal of Legislation, 28(2), 465ñ498.

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