Impact of Teachers’ Qualification and Years of Teaching Experience on Academic Performance of Chemistry Students in Colleges of Education, Kaduna State Nigeria

Sulaiman Ayodeji Apampa, Abdulazeez Isah, Suwaida Abubakar

Abstract


This study examined Impact of Teachers’ Qualification and Years of Teaching Experience on Academic Performance of Chemistry Students in Colleges of Education, Kaduna State Nigeria. Descriptive survey and ex-post factor research designs were used for the study. Two colleges of education from Kaduna state were used, with a population of 84 teachers of Chemistry and 1224 students offering Chemistry as a course in the two institutions. A sample of 40 teachers and 300 students were selected using simple random sampling technique. Two instruments, Teachers’ Qualification and Experience on Chemistry Students Performance Questionnaire (TQECSPQ) and Students’ past results of 2022 were used to collect data. The questionnaire was validated and reliability coefficient of 0.68 was established. One research objective with corresponding research question and null hypothesis was formulated, answered and tested at p ≤ 0.05 level of significance. Data collected were analysed using frequency percentage and t - test statistics. Findings from the study revealed that: there is a significant difference in the academic performance of between Chemistry students taught by highly experienced and qualified Chemistry teachers and those taught by less experienced and qualified Chemistry teachers. Based on the findings, it is recommended that Chemistry teachers with higher educational qualifications and years of teaching experience should teach Chemistry students in colleges of education.


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