Project – Assessment of Teachers’ Qualification and Its Impact on Students’ Achievement in Economics in Oredo LGA, Edo State

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Education is widely regarded as a cornerstone of national development, social mobility, and economic transformation. The quality of any educational system is closely tied to the quality of its teachers. Teachers play a central role in curriculum implementation, classroom instruction, student motivation, and assessment of learning outcomes. In secondary schools, particularly, teachers are instrumental in shaping students’ academic achievement and preparing them for external examinations and higher education.

One of the critical determinants of effective teaching is teachers’ qualification. Teachers’ qualification refers to the academic credentials, professional training, subject specialization, teaching certification, and years of experience possessed by a teacher. Qualified teachers are expected to have strong subject-matter knowledge, pedagogical competence, classroom management skills, and the ability to adapt instructional strategies to meet diverse learners’ needs. In Nigeria, the National Policy on Education (Federal Republic of Nigeria, 2013) stipulates that the minimum qualification for teaching in secondary schools is the Nigeria Certificate in Education (NCE), while a Bachelor’s degree in Education (B.Ed.) or a Bachelor’s degree with Postgraduate Diploma in Education (PGDE) is considered desirable.

Economics is a core subject in the senior secondary school curriculum. It equips students with knowledge of scarcity, choice, opportunity cost, demand and supply, production, distribution, national income, inflation, and unemployment. The subject requires analytical thinking, interpretation of graphs, mathematical calculations, and application of theoretical concepts to real-life economic issues. Effective teaching of Economics therefore demands teachers who possess not only academic knowledge in the discipline but also sound pedagogical skills.

Despite the importance of teacher qualification, concerns have been raised about the academic performance of students in Economics in secondary schools. Examination reports from bodies such as the West African Examinations Counciland the National Examinations Council have highlighted recurring weaknesses in students’ performance in areas such as data interpretation, graph analysis, and application of economic principles. These weaknesses may be linked to inadequate subject mastery or ineffective teaching approaches resulting from insufficient teacher qualification or professional training.

In Oredo Local Government Area in Edo State, secondary schools comprise both public and private institutions with varying standards of teacher recruitment and professional development. While some schools employ highly qualified and experienced Economics teachers, others may rely on teachers without subject specialization or adequate pedagogical training. Such disparities in teacher qualification may significantly influence students’ academic achievement in Economics.

Research in education consistently emphasizes that teacher quality is one of the most significant school-based factors affecting student achievement. Teachers who are well-qualified and professionally trained are more likely to employ appropriate instructional strategies, use relevant instructional materials, provide effective feedback, and foster a positive learning environment. Conversely, underqualified teachers may struggle with content delivery, classroom management, and assessment practices, which can negatively impact students’ learning outcomes.

Given the analytical nature of Economics and its relevance to national development and entrepreneurial capacity, it is imperative to ensure that the subject is taught by competent and professionally qualified teachers. Therefore, assessing teachers’ qualification and its impact on students’ achievement in Economics in Oredo LGA is both timely and necessary for improving educational standards.

1.2 Statement of the Problem

Students’ achievement in Economics in secondary schools has been a source of concern to educators, parents, and policymakers. Despite the inclusion of Economics as a key subject in the senior secondary school curriculum, many students record average or below-average performance in internal and external examinations. This trend raises questions about the factors influencing academic achievement in the subject.

One major factor that may influence students’ performance is the qualification of teachers handling the subject. In some secondary schools in Oredo Local Government Area, there are indications that teachers assigned to teach Economics may not possess adequate subject specialization or professional teaching qualifications. In certain cases, teachers with degrees in unrelated disciplines may be assigned to teach Economics due to staffing shortages. Such practices may compromise the quality of instruction delivered to students.

Furthermore, even where teachers possess academic qualifications, lack of professional certification or continuous professional development may limit their pedagogical effectiveness. Without adequate training in modern teaching methods, assessment strategies, and classroom management techniques, teachers may struggle to deliver complex economic concepts effectively. This situation may result in poor comprehension, low student motivation, and weak academic achievement.

Although several studies have examined factors affecting students’ academic performance, limited empirical research has specifically assessed the relationship between teachers’ qualification and students’ achievement in Economics within Oredo LGA. This gap in research makes it necessary to conduct a focused investigation to determine whether teachers’ qualification significantly influences students’ academic outcomes in the subject.

Therefore, the problem of this study is to assess teachers’ qualification and determine its impact on students’ achievement in Economics in secondary schools in Oredo Local Government Area, Edo State.

1.3 Objectives of the Study

The main objective of this study is to assess teachers’ qualification and its impact on students’ achievement in Economics in secondary schools in Oredo LGA, Edo State.

Specifically, the study seeks to:

1. Identify the academic and professional qualifications of Economics teachers in secondary schools in Oredo LGA.

2. Determine the level of students’ achievement in Economics in selected secondary schools.

3. Examine the relationship between teachers’ academic qualification and students’ achievement in Economics.

4. Assess the influence of teachers’ professional training and experience on students’ achievement in Economics.

1.4 Research Questions

The following research questions guide the study:

1. What are the academic and professional qualifications of Economics teachers in secondary schools in Oredo LGA?

2. What is the level of students’ achievement in Economics in secondary schools in Oredo LGA?

3. What is the relationship between teachers’ academic qualification and students’ achievement in Economics?

4. How does teachers’ professional training and experience influence students’ achievement in Economics?

1.5 Research Hypothesis

The study will test the following hypothesis at a 0.05 level of significance:

H₀: There is no significant relationship between teachers’ qualification and students’ achievement in Economics in secondary schools in Oredo Local Government Area, Edo State.

H₁: There is a significant relationship between teachers’ qualification and students’ achievement in Economics in secondary schools in Oredo Local Government Area, Edo State.

1.6 Significance of the Study

The findings of this study will be beneficial to school administrators and policymakers in Edo State by providing empirical evidence on the importance of recruiting and retaining qualified Economics teachers. It may guide teacher deployment policies and professional development programs.

Teachers may benefit from the findings through increased awareness of the need for continuous professional development and subject specialization. Students may indirectly benefit from improved instructional quality and enhanced academic achievement in Economics.

The study will also contribute to existing literature by providing data on the relationship between teachers’ qualification and students’ achievement in Economics within Oredo LGA.

1.7 Scope of the Study

This study focuses on secondary schools in Oredo Local Government Area of Edo State. It examines teachers’ qualification as the independent variable and students’ achievement in Economics as the dependent variable. The study is limited to selected public and private secondary schools within Oredo LGA.

1.8 Operational Definition of Terms

Teachers’ Qualification: The academic degrees, professional certifications, subject specialization, and years of teaching experience possessed by Economics teachers.

Students’ Achievement: The level of students’ performance in Economics as measured by their scores in tests, continuous assessments, and examinations.

Economics: A social science subject taught in secondary schools that deals with the study of scarcity, resource allocation, production, distribution, and consumption of goods and services.

Secondary Schools: Formal educational institutions offering post-primary education within Oredo Local Government Area.

Project – Assessment of Teachers’ Qualification and Its Impact on Students’ Achievement in Economics in Oredo LGA, Edo State