EFFECT OF POOR TEACHER – PUPIL RELATIONSHIP ON ACADEMIC ACHIEVEMENT OF BIOLOGY STUDENTS
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EFFECT OF POOR TEACHER – PUPIL RELATIONSHIP ON ACADEMIC ACHIEVEMENT OF BIOLOGY STUDENTS
ABSTRACT
This experiment was conducted to assess the impact of a bad teacher-student interaction on the academic achievement of biology students in Enugu South Local Government.
The literature was reviewed under the following subheadings: the concept of a teacher, improving student academic achievement, factors influencing teacher-pupil relationships in the learning environment, the impact of poor teacher-pupil relationships on academic achievement, and a summary of the review of related literature.
This study was done in Enugu South Local Government, which consists of nine (9) secondary schools. Five (5) participants were chosen at random for this study. Six (6) research questions led the investigation. The instrument used to collect information was a questionnaire with items taken from six research questions.
The data was gathered and analysed with frequency tables and percentages. Based on the data analysis, the following was discovered: biology teachers use praises on the pupils in their class, biology teachers use leisure time to engage the pupils in a friendly chat
biology teachers punish and react towards pupils in the class whenever their attention is needed, biology teachers allow pupils’ freedom, students communicate freely with their biology teachers in the classroom, and the relationship with biology teachers Based on the findings
the researcher recommends that the government strive to offer the appropriate educational facilities and equipment to schools, as well as engage biology teachers with the minimum degree of Nigerian certification in education (NCE).
Chapter One: Introduction
Background of the Study
Education is a highly valued public undertaking that serves as an excellent tool for natural development. Also Education is the process of receiving or providing systemic teaching, often at a school or university, “a new system of public education”.
According to Fafunwa (2004), education encompasses all of the processes by which a person develops abilities and other forms of positive conduct in the society in which he lives.
Education is a lifelong process that involves renewing or updating information in order to provide job stability, effective social, political, and economic engagement, and continuing personal growth and development. (Nzeleri, 2008).
According to Igbo (2006), education is the process by which society intentionally transmits its cultural heritage through institutions such as schools, colleges, and universities. It also prepares a person to act justly, skilfully, and magnanimously in conflict or peace, based on previously acquired information, abilities, and attitudes.
Education is the process of noting experience; giving it more socialised worth through increasing individual experience by giving the person better control over his own abilities. Ozochi (2009).
The National Objectives of Nigeria Education, as outlined in the second National Development Plan, lend credibility to this viewpoint and are endorsed as the required foundation for the National Policy on Education (NPE). According to NPE (2004), the following are the goals and objectives of education.
The cultivation of national awareness and unity
The instillation of appropriate values and attitudes for personal and societal survival in Nigeria.
iii. Mind training for understanding the world, and
The acquisition of suitable mental and physical skills, abilities, and competences to enable the individual to live in and contribute to the growth of his society.
Based on the use of education as a vehicle for achieving national objectives, numerous other outcomes are expected from education in national development, including improved human relationships, self-realization, and individual and national unity.
According to Olumba (2003), these goals will never be achieved if there are weak interactions between the teacher and his students. Bringing these goals to fruition is dependent on the orientation of instructors and students in the educational system, because successful education necessitates trained and devoted teachers who will guide their students to attain their educational objectives.
The purpose of introducing this study is to improve teacher-pupil connections between biology teachers and their students in carrying out their respective roles in order to accomplish the goals of the National Policy on Education.
The philosophy of education emphasised human rotation in the process of teaching and learning. It is regarded that teaching in all aspects is a serious business that should be viewed as such.
As a banker is guided by certain concepts that have made him an expert in his profession, so is a teacher guided by certain principles that have led him to become an expert in his particular area of specialisation.
Teaching is the process of instilling desirable information, culture, skills, values, and norms in learners so that they can be valuable to themselves and society as a whole.
To promote the relationship between the teacher and the students, the teacher must determine the most efficient and effective teaching methods, as well as the resources to be used to create conducive learning experiences that will use the content linked with each objective.
However, in order to develop students’ biology skills, teaching must become a study; otherwise, there is little chance. To do this, any method must be thoroughly examined before it is used.
This is where philosophy comes into play, and the art of teaching must rely on philosophy for a design of action. There are various theoretical models that philosophers and educators have developed based on their best or frame of mental dispositions.
For example, nationalists emphasised motivation, direct experience, and sustaining the child’s interest. Their primary concern is to establish an appropriate atmosphere that will affect an individual’s growth.
Pragmatists propose socialised procedures, projects, and problem-solving methods. Despite their diversity, these schools focus on common issues threatening education, such as the goals of education, the nature of the learner, educational content, methods, and the conditions under which learners can get the most experience.
Furthermore, in light of the foregoing, the researcher is challenged to determine the impact of a poor teacher-student interaction on the academic achievement of biology students.
Statement of the Problem
The school system in Enugu urban has been connected with poor academic performance, the formation of bad gangs by students, a permanent hatred for instructors, and the neglect of various topics, all of which have resulted in major issues in achieving educational objectives.
Unfortunately, many students have lost the values of good behaviour since their teachers no longer demonstrated love, caring, and affection.
In light of the aforementioned issues, the researcher intends to conduct this study in order to obtain some empirical data on the extent to which poor teacher-student relationships have contributed to the ineffective academic achievement of biology students in Enugu South Local Government.
PURPOSE OF THE STUDY.
The primary goal of this study is to determine the impact of bad teacher-student relationships on the academic achievement of biology students in Enugu South Local Government. The study specifically attempts to find out.
The level to which biology teachers compliment their students in class.
The amount to which biology teachers use leisure time to engage students in friendly conversation.
The extent to which biology teachers penalise and react to their students when their attention is required in class.
The extent to which biology lecturers give their students flexibility in class.
The amount to which biology students interact with their biology teachers in the classroom.
The extent to which their relationship with their biology teacher influences their success in the class.
Significance of the Study
This study is being conducted to explore the impact of a bad teacher-student interaction on the academic achievement of biology students in Enugu urban, Enugu South Local Government Area. The work will benefit all state education stakeholders, including teachers, students, parents, and the entire educational system.
The researcher’s work would benefit instructors since it will provide them with a sense of direction by assisting them in understanding and determining why students perform below standard academically in Enugu.
Also, the work will benefit students as they gain more knowledge, changing their academic achievement from negative to positive as their relationship with them improves.
In the instance of the Ministry of Education, they will benefit from having their names published in their magazine after being recognised for excellence. The government of education might also provide them with funding to keep the schools running in all activities such as athletics and other necessary equipment; thus, the schools would become a liability.
SCOPE OF THE STUDY:
To ensure that this study is efficient and successful, the researcher has limited it to a certain geographical zone: Enugu Secondary Schools, Enugu South.
The researcher also used textbooks, newspapers, and periodicals, as well as samples from certain secondary schools in Enugu Urban and Enugu South Local Government Areas.
RESEARCH QUESTIONS:
The following questions were developed to guide the study.
To what extent do biology teachers reward their students?
To what extent do biology professors use free time to engage students in friendly conversation?
How do biology teachers discipline and react to their students when their attention is required in class?
To what extent do biology lecturers give students flexibility in class?
To what extent do biology students talk openly with their biology lecturers in class?
How much do students’ relationships with their biology teachers influence their success in the subject?
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