Teachers’ Characteristics as Correlates of Upper Basic School Students’ Performance in Social Studies in Yenagoa, Bayelsa State, Nigeria

Abstract

The purpose of the study examined teachers' characteristics as correlates of upper basic school students' performance in social studies in Yenagoa, Bayelsa State, Nigeria. The correlational research type was adopted for the study. The instruments used for the collection of data were a 36-item Questionnaire on Teachers' Characteristics (QTC) and a 100-item Social Studies Performance Test (SSPT). The instruments were administered to 727 students randomly selected from 34 Basic Junior Secondary School Three (JSS. III), in Yenagoa metropolis, Bayelsa State. One research question was answered using the Pearson's Product Moment Correlation (PPMC) while one null hypothesis was tested with the use of Multiple Regression Analysis at 0.05 level of significance. Based on the results obtained, it was revealed that both teachers' use of instructional materials, teachers' dispositions, teachers' pedagogical skills and teachers' reflective practice were found to have a significant relationship with upper basic school students' performance in social studies respectively. The predictor variables were also significant in their relative and composite contribution to the prediction of the criterion variable. Thus, it was recommended among others that, faculties, institutes and colleges of education in Nigeria should as a matter of importance familiarize trainee teachers with relevant

Does Information Technology Experience Matter? A Case of Secondary Schools of Kaduna State Nigeria

“…A good teacher is someone who is always willing to learn something new so that s/he can expand his / her knowledge in order to teach effectively and can also assist the students to learn for better achievement (Agba, Ikoh & Ashibi, 2010;Unal & Unal, 2012). It may not be proven that students' problems arise because of teachers' age or experience and these may not be significant determinant of incivilities (Raheem, Muinat, & Collins, 2015;Rockoff, 2004). The capability to convey knowledge contributes meaningfully in students' accomplishments and it is the work of experienced teachers (Raheem et al, 2015;Alufohai & Ibhafidon, 2015).…”

“…It may not be proven that students' problems arise because of teachers' age or experience and these may not be significant determinant of incivilities (Raheem, Muinat, & Collins, 2015;Rockoff, 2004). The capability to convey knowledge contributes meaningfully in students' accomplishments and it is the work of experienced teachers (Raheem et al, 2015;Alufohai & Ibhafidon, 2015). Another dimension of teachers' knowledge, qualification and performance is familiarity with the information and communication technology (ICT) in the classroom to make students digital citizens of the future (Sargent & Casey, 2018;Sternberg, Kaplan & Borck, 2007).…”