Repositioning Teacher Qualification And Laboratory Equipment on Students’ Academic Performance in Biology in Selected Secondary Schools in Minna

Abstract

Accomplishment in some pursuits may depend on a variety of factors, and this may also be true for academic success. The present study aimed at determining the effect of teacher qualification and laboratory equipment on student performance in biology SSCE from 2010-2020, using ten selected secondary schools out of fourteen schools in Minna as case study. To this end, this study related these factors to teaching and learning process and the extent to which each affect learner’s performance in Biology. The study was a descriptive research of the survey type. Sample consisted of ten randomly selected secondary schools in Minna, Niger State. The instrument was a ten items teachers’ and students’ questionnaire together with the West African Senior School Certificate Examination (WASSCE) scores of students in Biology between 2010 and 2020. The hypotheses were tested using Chi-square statistical tool. Findings of the study revealed that there was a significant difference between teachers’ qualification and students’ academic performance; laboratory equipments and students’ academic performance. The chi-square calculated values of 50.92 and 50.02 were greater than the critical value of 3.357 at P=0.05. This indicates that teachers’ qualification and laboratory equipments influence students’ academic performance in biology. The study recommends that more qualified biology teachers be recruited to reduce teachers’ workload. Adequate provision of laboratory equipment’s such as microscopes, stains, preservatives, preservation bottles, chemicals for food tests, wall Charts, models should be provided for effective teaching and learning in public schools.