Teachers’ Quality and Academic Performance of Physics Students in Public Secondary Schools in Uyo Local Government Area, Akwa Ibom State
Abstract
This study investigated the influence of teachers’ quality on students’ academic performance in Physics in Uyo Local Government Area. Four research questions were raised. The research design adopted was correlational design. The population of the study comprised the 36 Physics teachers in the 14 public secondary schools in Uyo Local Government Area of AkwaIbom State. The sample of the study was 36 Physics Teachers and 6838 senior secondary one students. “Teachers’ Quality Scale (TQS)” and the “Students’ Academic Performance Checklist (SAPC)” were used for data collection. The instruments were validated and tested for reliability. Data analysis was done using mean scores for answering research questions raised. The results indicate that majority of Physics teachers in the study area had only first degree (72.2%), indicating lack of career development; had less than ten years of experience (61.1%), indicating absent of mentorship; and lack requisite professionalism (66.7%). The findings of the study revealed that students’ academic performance in Physics differs based on teachers’ years of experience, teachers’ educational qualification, and teachers’ professionalism in Uyo Local Government Area. It is concluded that teachers that graduated from education, those with highest qualifications (Doctorate), and those teachers with many years of experience significant influence students’ academic performance in Physics than others in other cadres...
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