Professionalism, School Facilities, and Students’ Cognitive Performance in Science in Oyo State, Nigeria
Teacher Education and Curriculum Studies
Volume 5, Issue 3, September 2020, Pages: 94-102
Received: Jun. 7, 2020;
Accepted: Jun. 18, 2020;
Published: Jul. 17, 2020
Views 183 Downloads 39
Afolakemi Olasumbo Oredein, Department of Educational Management, Faculty of Arts & Education, Lead City University, Ibadan, Oyo State, Nigeria
Grace Taiwo Babalola, Department of Science & Technology, Faculty of Education, University of Ibadan, Ibadan, Oyo State, Nigeria
Science plays a fundamental role in the contemporary society with the potential to improve lives gaining impetus to research works. The influence of professionalism and school facilities on students’ cognitive performance in science subjects in secondary schools in Oyo State was investigated. This was a descriptive survey research which was questionnaire based. The population of the study was all the public secondary schools (science teachers and students) in Oyo State, Nigeria. Purposive, cluster and simple random sampling techniques were used to select twenty public schools from each of the six educational zones in Oyo State making a total of one hundred and twenty schools, all science teachers (male and female) making a total of three hundred and sixty but three hundred and forty-two questionnaires were retrieved (95% of the sampled), and a total of eight thousand, two hundred and eighty science students from the selected schools were considered in the study. In each of the schools selected for the study, only science teachers were involved in the sample and the students that registered and wrote Biology, Chemistry and Physics WAEC examination of May/June 2018 in Oyo State, Nigeria. The data collected for the study were analyzed using descriptive statistics like percentage and mean, Multiple Regression analysis (ANOVA) and t-test. All the hypotheses were tested at 0.05 level of significance. The study revealed that there was significant combined influence (F1,340 = 16.786; p<0.05) of teachers’ professionalism (professional disposition, professional discipline, professional development and professional experience) and school facilities (well-equipped laboratories, library, classrooms and conveniences) on science students’ academic performance in Oyo State. It is recommended that professionalism should be reflected in the teaching of science subjects in secondary schools, training and re-training should be encouraged, and that the school environment should be made conducive for teaching-learning activities.
Afolakemi Olasumbo Oredein,
Grace Taiwo Babalola,
Professionalism, School Facilities, and Students’ Cognitive Performance in Science in Oyo State, Nigeria, Teacher Education and Curriculum Studies.
Vol. 5, No. 3,
2020, pp. 94-102.
Ahmodu, O.; Lateef, A. O.; and Shehu, A. A. (2018). Impact of School Facilities on Students’ Academic Performance in Oshodi-Osolo L. G. A. Senior Secondary Schools, Lagos State. Available: http://www.researchgate.net
Akindutire, I. O. (2001). The Teaching Profession. Ado Ekiti: Green Line Publisher.
Akinnola F. nd Oredein, A. O. (2019). School Climate Indices as Predictors of Teachers' Job Satisfaction and Performance in Oyo State, Nigeria. Paper Presented During the WERA-Japan International Conference, August (Unpublished).
Babalola, G. T. (2018). Instructional Congruence, Know-Want-Learn Strategies and Students’ Learning Outcomes in Basic science in Oyo State, Nigeria. PhD Thesis, University of Ibadan, Ibadan, Oyo State, Nigeria. (Unpublished).
Babayemi, J. O., Utibe, U. J. and Babalola, G. T. (2018). Teaching Skills in Basic Sciences: Implication for Quality Teacher Education Programmes and Learners’ Acquisition of Life Skills for Building a Safer World. CARD International Journal of Educational Research and Management Technology (IJERMT), 3 (2), 1-11. Available: http//www.casirmediapublishing.com
Bilesanmi-Awoderu, J. B and Oludipe, D. I. (2012). Effectiveness of Cooperative Learning Strategies on Junior Secondary Students’ Academic Achievement in Basic Science. British Journal of Education, Society & Behavioural Sciences 2 (3), 301-325.
Brehm, B., Breen, P., Brown, B., Long, L., Smith, R., Wall, A., and Warren, N. S. (2006). Instructional design and assessment. An interdisciplinary approach to introducing professionalism. American Journal of Pharmaceutical Education, 70 (4), 1-5.
Creasy, K. L. (2015). Defining Professionalism in Teacher Education Programs. Journal of Education & Social Policy, 2 (2), 23-25
Ekundayo, H. T. (2019). School Facilities as Correlates of Students’ Achievement in the Affective and Psychomotor Domains of Learning. European Scientific Journal, 8 (6), 208-215.
Fabunmi, M. (2012). Resources Input Quality and Quantity as Determinants of Secondary School Students’ Academic Performance in Edo State, Nigeria (1989-1994). African Journal of Educational Research, 8 (1&2), 50-57.
Fauzilah, S.; Noryati, Y.; and Zaharah, D. (2011). The influence of Skill Levels on Job Performance of Public Service Employees in Malaysia. The Business & Management Review, 1 (1), 31-40.
Federal Republic of Nigeria (2004). National Policy on Education. NERDC Press, Yaba, Lahos, Nigeria.
Ibrahim, W. Y.; Umar, H. A. and Clement, I, (2017). Impact of School Facilities on Students’ Academic Achievement. International Journal of Advanced Research 5 (12), 878-889. Available: http://dx.doi.org/10.21474/IJAR01/6034
Khan, A.; Khan, S.; and Khan, M. (2017). Teaching Professionalism and Students Academic Achievements. Research on Humanities and Social Science. 7 (7), 47-52.
Mcgowen, R. S. (2007). The Impact of School Facilities on Student Achievement, Attendance, Behavior, Completion Rate and Teacher Turnover Rate in Selected Texas High Schools. A Dissertation Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfilment of the requirements for the degree of Doctor of Philosophy (Unpublished).
Ogungbemi, E. (2005). Science and Technology in Society. Science Journal School of Sciences, College of Education, Ikere, Ekiti.
Oredeiin, A. O. and Awodun, A. (2013). Impact of Teachers’ Motivational Indices on Science Students’ Academic Performance in Nigerian Senior Secondary Schools. International Education Studies, 6 (2), 49-54.
Osuji, J. N. (2016). Impact of School Facilities on Students’ Academic Performances in Public Secondary Schools in Giwa and Zaria Education Zones, Kaduna State, Nigeria. A Dissertation Submitted to the School of Postgraduate Studies, Ahmadu Bello University, Zaria. In partial fulfillment of the requirements for the award of Master’s Degree in education (Educational Administration And Planning), Department of Educational Foundations and Curriculum, Faculty of Education. Ahmadu Bello University, Zaria, Nigeria (Unpublished)
Owoeye, J. S. and Yara, P. O. (2011). School Facilities and Academic Achievement of Secondary School Agricultural Science in Ekiti State, Nigeria. Asian Social Sciences 7 (7), 211-223.
Singh, D. K. and Stoloff, D. L. (2007). Measuring Teacher Dispositions. Being A Paper Presented at the National Fifth Annual Symposium on Educator Dispositions Erlanger, Kentucky.
Soric, T. M. (2011). The Impact of Teacher Attitudes on Academic Achievement in Disadvantaged Schools. A Dissertation Submitted as partial fulfilment of the requirements for The Master of Education Degree in Educational Theory and Social Foundations The University of Toledo (Unpublished).
Usman, Y. D. (2016). Educational Resources: An Integral Component for Effective School Administration in Nigeria. Research on humanities and Social Sciences, 6 (13), 27-37. Available: www.iiste.org
Welle, B. (2010). Background Experiences and Dispositions of Teachers that Predict Student Outcomes in Elementary Schools. An Unpublished PhD Thesis Submitted to the Department of Educational Leadership and Policy Studies and the faculty of the Graduate School of the University of Kansas in partial fulfillment of the requirements for the Award of Degree of Doctor of Education.