IMPACT OF TEACHER QUALITY ON ACADEMIC PERFORMANCE OF STUDENTS IN HAUSA LANGUAGE SENIOR SECONDARY CERTIFICATE EXAMINATIONS
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Author
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Department of Education
Abstract
This study investigated the “Impact of Teacher Quality on the Academic Performance of Students in Hausa Language Senior Secondary Certificate Examination in Kaduna State, Nigeria.” The design adopted in this study was Ex post facto type of survey research. The population for this study consists of all Hausa Language teachers in Zaria Education Zone, Kaduna State, numbering 265. The sample size for this study was made up of one hundred and sixty-four (164) Hausa Language teachers, sampled using cluster sampling technique. The instrument for the study was SSCE Examination Result of the SSS III for 2014, 2015 and 2016 and a self-structured questionnaire of modified Likert Scale of four point rating scale of Strongly Agree (SA), Agree (A), Strongly Disagree (SD) and Disagree (D). The instrument was duly validated. The reliability coefficient was determined using Cronbach’s Alpha technique and yielded a reliable value of 0.84. Therefore, this result confirmed the suitability of the instrument for use in the collection of data for the main study. The Pearson Product-Moment Correlation was used to analyse the data in order to obtain the relationship or impact of the teachers’ perception on the students’ academic performance at SSCE level in Kaduna State. The findings revealed that significant impacts existed between teachers’ qualifications, teachers’ mastery of the subject matter, teachers’ personality, teachers’ level of motivation and teachers’ level of experience and students’ academic performance in Hausa Language SSCE Examinations in Kaduna State, Nigeria. It was concluded that significant impact existed between teachers’ qualifications and students’ academic performance in Hausa Language SSCE Examinations in Kaduna State, Nigeria. The relationship between teachers’ qualifications and students’ academic performance in Hausa Language is positively proportional, that is the higher the teachers’ qualifications the higher the academic performance in Hausa Language at SSCE and vice versa. In the light of the findings some recommendations were proffered which include the need for teachers with many years of teaching experience to be encouraged to stay in schools to teach Hausa Language subject.
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