Methods of Teaching and Teachers’ Qualification of Biology Teacher as Determinant of Poor Academic Achievement in Afijio Local Government Area

Abstract

The aim of this study is to investigate the impact of pedagogical practices and academic credentials of biology instructors on the disappointing academic performance of students in the Afijio LGA of Oyo State. The research comprises of five primary inquiries, with three addressed through hypotheses and two assessed with a 0.05 significance level. Data were collected via surveys and questionnaires, with 100 pupils from five different schools offering biology in the region taking part in the study. The questionnaire utilized a four-point scale to measure academic performance, proximity to schools, and social disparities between genders. Frequencies, percentages, and regression were utilized in data analysis. Results indicate that effective teaching methods and instructors’ level of education significantly impact biology pupils’ academic success. These findings support the views of Gupta (2017) and Ukpong (2021), who similarly emphasized the importance of a teacher’s approach and qualification on student performance. The study recommends that the government incentivize and motivate experienced teachers in the education system, while also encouraging students to prioritize learning over just academic achievement. Additionally, it suggests that only certified teachers should be permitted to teach mathematics at the secondary level to enhance their pedagogical approach and enhance students’ academic achievements.