This research study which focused on finding the influence of teachers’ professional training on students’ academic achievement was limited in one secondary school “Modern Idea College” (MIC), Enugu as the area of the study where the entire senior secondary school III were the target population from which a sample of 60 participants (students) were randomly selected, splint into two group (experimental and control group), thereafter, each group was treated with teaching in two subjects (English Language and Mathematics). These two subjects were taught to each group evenly but while the experimental group was taught by professionally trained teachers, the control group was under unprofessionally trained teachers (quacks). A standardized (NECO) achievement test was administered to the two groups at the same time after four weeks lesion period (treatment). The scores form these two groups were compared and finally subjected to a test of significant (independent t-test). The result of the comparison indicated a wide different in the groups academic achievement and gave ground for the researcher to reject his original null hypothesis and accept the alternative which stated that “there will be a significant difference between the score of the two groups. The significant influence of the independent variable (professional and unprofessional) on the dependent variable (academic achievement) of the study was determined by a t-result which disproved the second null hypothesis and granted acceptability to its alternative which advocated that the academic achievement of learners will be influenced by their teacher’s level of professional training significantly”. To this, the researcher was able to establish that level of teacher’s professional training goes a long way in determining the learning quality of the learners.
In every society of the world, irrespective of cultural differences and geographical demarcations, the need to socialize the young members of the society equip them with the knowledge, skills and attitude that empower them to contribute towards the realization of the society’s set goals is deemed prior.
In recognition of this fact, every society strives for institutionalization of socializing agents ranging form the families, churches, schools to many other legalized bodies designated with the responsibilities of ensuring the creation and maintenance of this dependable transformation of behaviour to a worthwhile type in the youths.
Of all the functional institutions of socialization the school is central. This is probably because it creates and controls the behaviors of other agents of socialization by selecting and impacting in them the designed and functional behaviour as dictated by the philosophical and cultural values of the society in question.
The above premises therefore lend credence to admit that every nations scientific and technological development, economic and political securities and actualization o general goals and objectives as well world recognition are heavily anchored on the nation’s formal education system.
Since the departure of the colonial masters, Nigeria in particular and other developing countries in general suffer relating, a significant shortfall in the standard of education when the academic achievements of their student are measured against expectations. Government in her attempts to address this issue has, through various National Curriculum Conferences and National Policies of Education (NPE), created, some educational system like: 6-3-3-4 system which was outcome of 1969 National Curriculum Conference followed by Universal Primary Education (UPE) and Universal Basic Education (UBE/ Basic 9) all in quest to meet National goals through education (Fafuruwa 2004).
Primarily, these efforts were advanced towards reversing the selfish philosophy of education by the colonial hunters back to suit our indigenous needs.
To this end, detailed consideration of the professional competence of our teachers became less u effect leaning to contamination of teaching profession with a dominating number of unprofessional (quacks). Thus, while the efforts were on changing the philosophy of education and curriculum development for indigenous uses the axes of the educational institutions an systems were denied attention. Since this period to recent time, our school products 9graduates) have been characterized by poor academic achievement, insufficient scientific and technological know-how, lack of initiative, poor business attitude, poor professional skills and competences and so on which have formed a base for examination mal-practice, social ad political crime and retarded national development.
However, thanks to teachers Registration Council (TRC) of Nigeria, a body established by the Act no 31 of 1993 to among other things; register teachers growth, teachers, regulate and control the teaching profession, ensure ethical rejuvenation by enforcing rules and regulations guiding the teaching and learning as a profession, prescribe the standard of entry into the profession, show warning signals to intruders (quacks) into the profession etc.
Though the above observed educational problem can be attributed to so many other factors the study is walled to seek if any the impact of (TRCN) directives on academic achievement of the students by comparing the achievement score of students taught by professional teachers with the scores of those under unprofessional teachers to determine the influence of professionalism in teacher’s products (learning).
1.2 Statement of the problems
Common observations complains in examining rate the degree of poor academic achievement among secondary school students and beyond.
This poor academic achievement leads to uncontrable examination mal-practice in our total school system which probably account for certification of ignoramuses who prefer paper certificate to knowledge and skills required for the survival of individual and thee entire society.
The condition when left unchecked in any society threatens to obliterate among other things; social order, man-power, national development and replace them with social crime and underdevelopment.
1.3 Purpose of the study
The primary objective(s) of this study are; to find out whether the scores of achievement test in English Language an Mathematics subjects from students taught by professional trained teachers will vary form the scores their counterpart in the same test (English Language trained teachers (quacks).
To test the significant differences if any
To establish a generalizable conclusion bas eon a systematically refined evidence.
1.4 Significance of the study
The beneficiaries of this study will include, the ministries of education, policy makers in education matter who would want a base to stand a decision on the level of training that will certify a professional teacher.
The study will help (TRC) see in concrete form, the outcome of their effort towards sanitizing educational setting off (quacks) unprofessional teachers.
Colleges of education will gain from the research result if confirmed positive, as the need and quest to join their various programmes by intended teachers and practicing quacks will increase.
When professional are engaged in teaching students in general will benefit as they will find learning thereby reducing exam mal-practices.
The general society will actualize the goals and aims set in education if the hypothesis of this study is supported by the finding and the recommendations implemented by the government and school authorities.
1.5 Research Question
Considering the researcher’s set objective and significance for the study, the asked the following research questions to control the study.
i. Is there any difference between the academic achievement of student taught by professional teachers and the academic achievement of those taught by unprofessional teachers (quacks)?
ii. Is teacher’s level of professional training an influencing factor on students’ academic achievement?
1.6 Research Hypothesis
Tentatively, the researcher advanced the following null hypothesis to enable him answer the research questions.
1. There will be no difference between the academic achievement of the students taught by professional trained teacher and the academic achievement of these taught by unprofessional trained teachers (quacks).
2. Level of teacher’s professional training will not influence learner’s academic achievement significantly.
1.7 Scope/ Delimitation of the Study
In consideration of financial and time constraint, the area of this study has been delimited to one secondary school in Enugu Urban (Modern Ideal College, Abakpa Main campus). The targeted population is all the senior secondary class III students with sample size of sixty (60) participants.
1.8 Definition of Terms
By the above, the researcher meant as following;
Profession: Is a type of job that needs special training or skill, especially one that needs a higher level of education. Hornby 2005).
Professional: Is one with qualities showing that he is well trained and extremely skilled. Hoinby (2005)
Professionalism: Is the practice of using a professional in a job. Hoinby (2005).
Professionalization: Is a number of detailed training specially designed foe members of a given profession. Coquillete (1998).
Discourse: Is a long and serious treatment or discussion of a subject. Hoinby (2005).
By the above, the researcher meant as following;
Profession: A specialized field of work (trade) like teaching, medicine etc which requires specific sequences of training in addition to general education before a person can take such work.
Professionalism: Professionalism is the practice of a profession by having all it takes and delivering the quality of service expected of the profession.
Professionalization: this is the rigorous processes a person has to under go to be qualified as a give professional in a specific field.
Discourse: This refers to a number of long and serious treatment in a specific area (profession) an intending professional must undergo to equip himself for the challenges of the profession.
Academic Achievement: This is the observable and measurable change in a learners behaviour as a reflection of teaching or lesson treatment. Obieze (2009).
Teaching Treatment: This is any designed lesson programme aimed at inculcating a specific worthwhile behaviour skill or attitude in learner(s). Especially in school. Obieze (2009).