Teacher Quality and Student Academic Achievement in Basic Technology in Junior Secondary Schools in South-West, Nigeria

Abstract

The study examined the relationship between teacher quality and student academic achievement in Basic Technology in South-West, Nigeria. Descriptive survey and ex-post facto designs were used. Using stratified and simple random sampling techniques, five hundred and fifty-eight (558) principals and 558 teachers of Basic Technology from 558 schools were selected from 18 senatorial districts of Ekiti, Lagos, Ogun, Ondo, Osun, and Oyo States, the six states that make up South-West, Nigeria. A self-designed questionnaire and the results of the 2011/2012 Junior Secondary School Certificate Examination were used for data collection and analysis, respectively. The data collected were analysed using Pearson’s Product–Moment Correlation Coefficient. Findings revealed, among others, that significant relationship existed between teacher quality and professional experience and student academic achievement. The implication of the findings for the government, policy makers and school principals were articulated.

DOI: 10.5901/jesr.2014.v4n3p397