PERCEIVED TEACHER-RELATED FACTORS INFLUENCING STUDENTS’ ACADEMIC PERFORMANCE IN CHEMISTRY IN AGUATA EDUCATION ZONE OF ANAMBRA STATE

Abstract

Teacher-related variables refer to the personal and professional characteristics of teachers that can influence students' learning outcomes and overall academic achievement. This study examined perceived teacher-related factors influencing students' academic performance in chemistry in the Aguata Education Zone of Anambra State. Four research questions were answered and four null hypotheses tested. The study adopted a descriptive survey design. A sample of 422 teachers (196 males and 226 females) was drawn from a population of 7244 using stratified proportionate random sampling. Data were collected using a 28-item researcher-developed questionnaire titled Teacher Factor on Student's Academic Performance Questionnaire (TFSAPQ). The instrument was subjected to trial testing, and its reliability, established through the test-retest method with Pearson Product-Moment Correlation, yielded a coefficient of 0.87. Three experts ensured face validity of the instrument. Data analysis involved the use of mean and standard deviation to address the research questions. At the same time, t-test statistics were employed to test the null hypotheses at a 0.05 level of significance. Findings indicated that teaching experience, academic qualifications, teaching methodology, and family size significantly affect students' performance in Chemistry. Furthermore, teachers' application of various teaching strategies also influenced students' academic achievement. It was therefore recommended that teachers lacking adequate professional qualifications and teaching experience should not be assigned to teach Chemistry in secondary schools.