Teachers’ Roles in Students Academic Performance in Agricultural Science in Secondary Schools in Emohua Local Government Area of Rivers State, Nigeria

Abstract

This study investigated the role of teachers in academic performance of agricultural science students in secondary schools in Emohua Local Government Area (LGA) of Rivers State, Nigeria. A total of 300 students and 50 teachers of agricultural science were randomly sampled via questionnaires from 10 secondary schools in the area. Descriptive statistics, Pearson correlation analysis, analysis of variance and a 4-point Likert scale rating analysis were used to analyze the data. The results showed that teachers played very significant roles in students’ academic performance. The results of Pearson correlation analysis revealed that number and qualification of teachers of agricultural science were strongly and positively correlated (82.15% and 90.82%) with students’ academic performance and significantly related at 5% and 1% levels respectively.  Results of analysis of variance also showed that teachers’ roles had at 1% significance influenced on students’ understanding and academic performance. Results of likert analysis further indicated that factors that influenced students’ academic performance included teachers’ adequate preparation of lessons before teaching (3.53), thorough knowledge of the subject (3.52), teachers motivation and interest in the students (3.43), teachers years of teaching experience (3.30).  Therefore, teachers played significant roles with positive impacts on students’ academic performance in agricultural science in secondary schools in Emohua LGA of Rivers State, Nigeria.

Keywords: Teachers role, students academic performance, agricultural science, secondary schools, Pearson correlation analysis, likert rating analysis, one way (ANOVA), Emohua LGA, Rivers State Nigeria

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 Received: November 1, 2018  Accepted: December 3, 2018  Published: December 10, 2018

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