INFLUENCE OF TEACHERS INSTRUCTIONAL BEHAVIOR ON SENIOR SECONDARY SCHOOL STUDENTS ACHIEVEMENT IN CHEMISTRY IN TARABA STATE

Abstract

The aim of our study was to investigate influence of teacher’s instructional behavior on senior secondary school student’s achievement in chemistry in Taraba state. We used questionnaire as the method of Data collection. We found that a balanced teaching style, rather than a dominance of either structured or autonomy supportive teaching, resulted in more engagement but that student did not engage with chemistry learning at all. This is a potentially important issue for teacher education: the importance of fostering engagement in learning of chemistry should be explored more and teacher education methodology in the field of science improved.

CHAPTER ONE

INTRODUCTION

Background of the study

Science is considered a complicated content area for secondary school teachers and there are many critiques about their instructional strategies (Anderson and Clark, 2011). It has also been noted that the quality of teaching influences student’s engagement in chemistry (Tytler and Osborne, 2012). In general, engagement in school has a positive effect on learning outcomes but low engagement is correlated with lower achievement and even with school dropout (Fredricks et al., 2004). Several meanings of engagement can be distinguished in science education. Newton and Newton (2011) present two related to science. In the first, engagement refers to an involvement in a specific event, such as a lesson. The duration and quality of the involvement can vary with person and event. In the second, engagement refers to a tendency to respond in a particular way to science-related events. Engagement in the first sense is a particular act; in the second, it is an attitude or tendency to act. The two are not independent: acts shape tendencies (ibid). Thus what is happening in primary science classroom has an influence on how motivated pupils are to learn science now and in future: it can even influence their science related career choice. Teachers’ activities and support are most influential in classroom context (besides personal and relational aspects of learning). Some specific teaching activities such as interaction fostering routines (Olitsky, 2007) or hands-on activities (Newton and Newton, 2012) have been recognized as engagement fostering in the classroom but it has also been noted that science engagement pedagogies (Mestre, 2005) include more general ideas about learning and teaching. This is because learning engagement is considered as the mega-construct process. Fredricks et al. (2004) define a multifaceted learning engagement model consisting of behavioural, emotional and cognitive engagement. They identify behavioural engagement as engagement associated with a range of actions of teacher class-room behaviours, including on-task behaviour and participation in extracurricular activities. Emotional engagement is associated with attitudes, interests and values such as pupils’ reactions to peers, teachers, the curriculum content and school. Cognitive engagement is associated with pupils’ motivational and self-regulated learning. Cognitive engagement is associated with pupils’ willingness to ‘exert the effort’ required to understand ‘complex ideas and master difficult skills’ (Fredricks et al. 2004). All three components of engagement are interrelated. Despite the complexity of the topic it has been generally found that pupils show more engagement the more teachers use autonomy-supportive and structured instructional behaviours (Reeve, et al. 2004). Autonomy-supportive teachers facilitate pupils’ personal autonomy by taking into consideration the pupils’ perspective; identifying and nurturing the pupils’ needs, interests, and preferences. Such teachers provide optimal challenges, highlight meaningful learning goals and present interesting, relevant, and enriched activities (Jang, Reeve and Deci, 2010). In other words, this kind of teacher provides students with choices, fosters relevance and shows respect in the classroom (Stoert, et al., 2013). Students who experience autonomy in their willingness to engage in learning, experience this willingness as unpressured. The structure of the teaching refers to the amount and clarity of information that teachers give students about expectations and ways of effectively achieving desired educational outcomes (Jang, Reeve and Deci, 2010). Thus, beside clarity, guidance, encouragement and informational feedback is needed (Stoert, et al., 2013). The Science is very important in the modern technology. Like every other things, science has brought a lot of improvement to the life and property of all inhabitants of the earth. It must be emphatically said that the survival of man and all that man has depends heavily on is science. It is a useful tool which is capable of keeping and sustaining the world.
In recognizing this emphasis in science education has been on the increase. The fact has been evident in the high priority accorded to the teaching and learning of science subjects both at primary and secondary school levels.

• STATEMENT OF THE PROBLEM

It is common knowledge that a good teacher can turn a student’s life around. Over the years, educational researchers have investigated many factors considered to affect student learning. At the heart of this line of inquiry is the core belief that teachers make a difference. Teacher-student relationships are crucial for the success of both teachers and students. As part of classroom management, such relationships are the most significant factor in determining a teacher’s work as successful. Teaching is an arrangement and manipulation of a situation in which there are gaps or obstructions and where an individual tries to overcome the problem from where he learns (Iqbal, 2006). Teachers and administrators of all categories and levels should be aware of the roles played by them in the present context of education. They should understand that their roles and behaviors are not fixed, but are revolving around the influence of changes taking place in a society and the educational system itself (UNESCO, 2015). Hence, Behavior is a response which an individual shows in his environment at different times. The meaning of behavior is to conduct or carry oneself or behavior in what we do, especially in response to outside stimuli; anything that an organism does that involves action and response to stimulation (UNESCO, 2016). Behavior is an observable, identifiable phenomenon (Joyce, 2018). Teachers also need to be thoughtful in the way in which they react to students’ comments. Generally, teachers react by using praise, acceptance, remediation, or criticism in responding to students (Derk, 2014). Self-regulation is a complex concept, including various features of the learner and his or her environment that have an impact on the learning process (Zimmerman, 2019). The influence of teacher’s behavior plays an important role in the Self-Regulation behavior of students. Behavior is a description of the observable outcome of teacher and student performance in different activities of institutions. Behavior may be positive or negative and effective or ineffective.

• OBJECTIVE OF THE STUDY

The study has one main objective, which is divided into general and specific objective; the general objective is to examine the influence of teacher’s instructional behavior on senior secondary school student’s achievement in chemistry in Taraba state. The specific objectives are:

1. To examines the effect of teachers instructional behavior on student academic performance in chemistry
2. To ascertain if there is any significant relationship between teachers instructional behavior and student achievement

• To examine the role of teachers behavior on student study habit in secondary school.

1. To proffer suggested solution to the identified problem
   • RESEARCH QUESTIONS
2. Is there any effect of teacher’s instructional behavior on student academic performance in chemistry?
3. Is there any significant relationship between teacher’s instructional behavior and student achievement?

• Does teacher’s behavior play any on student study habit in secondary school?

• RESEARCH HYPOTHESES

The following research hypotheses were formulated by the researcher to aid the completion of the study;

H₀: There is no significant relationship between teacher’s instructional behavior and student achievement

H₁: There is a significant relationship between teacher’s instructional behavior and student achievement

H₀: Teacher’s instructional behavior does not have any effect on student academic performance in chemistry

H₂: Teacher’s instructional behavior does have an effect on student academic performance in chemistry

• SIGNIFICANCE OF THE STUDY

This project work is necessitated by the low level of achievement of chemistry students in external examination in Nigeria. This has led to lack of trained personnel in science oriented careers as well as a fall in the understanding of contemporary technology. The result of this research work would provide useful information for the basic steps needed to construct a valid and reliable test items. This investigative study would be useful to the curriculum developers who will know the area of emphasis for better results in the future. The finding of this research work would also be useful to teachers, as it would provide opportunity to reflect on their classroom teaching. Furthermore, it would provide information for improving the pedagogy content knowledge of pre-service science teachers.

Lastly, this project work is beneficial to the academicians since data and materials available were based on empirical studies.

• SCOPE AND LIMITATION OF THE STUDY

The scope of the study covers the influence of teacher’s instructional behavior on senior secondary school student’s achievement in Chemistry in Taraba state. But in the course of the study there were some factors that limited the scope of the study:

AVAILABILITY OF RESEARCH MATERIAL: The research material available to the researcher is insufficient, thereby limiting the study

TIME: The time frame allocated to the study does not enhance wider coverage as the researcher have to combine other academic activities and examinations with the study.

FINANCE: The finance available for the research work does not allow for wider coverage as resources are very limited as the researcher has other academic bills to cover.

• OPERATIONAL DEFINITION OF TERMS

Assessment: This is the act of judging or forming an opinion about written and oral examination.

Teacher’s characteristics: This is a typical feature or quality of a teacher.

Instructional Knowledge: It deals with teachers’ teaching strategies and the extend it explains and cover the content.

Instruction

Instruction was defined previously as “the purposeful direction of the learning process” and is one of the major teacher class activities

 Chemistry

Chemistry is the scientific discipline involved with elements and compounds composed of atoms, molecules and ions: their composition, structure, properties, behavior and the changes they undergo during a reaction with other substances

1.9 ORGANIZATION OF THE STUDY

This research work is organized in five chapters, for easy understanding, as follows

Chapter one is concern with the introduction, which consist of the (overview, of the study), statement of problem, objectives of the study, research question, significance or the study, research methodology, definition of terms and historical background of the study. Chapter two highlight the theoretical framework on which the study is based, thus the review of related literature. Chapter three deals on the research design and methodology adopted in the study. Chapter four concentrate on the data collection and analysis and presentation of finding.  Chapter five gives summary, conclusion, and recommendations made of the study.

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