TEACHERS' SUBJECT COMPETENCIES AND TEACHING METHODS ON ISLAMIC

STUDIES STUDENTS’ ACADEMIC PERFORMANCE IN SENIOR SECONDARY

SCHOOLS IN ILORIN WEST

BY

SULAIMON, Ridwanullahi Olayinka

22/04EIS051

A RESEARCH PROJECT SUBMITTED TO THE DEPARTMENT OF ARTS AND

SOCIAL SCIENCES EDUCATION, FACULTY OF EDUCATION, AL-HIKMAH

UNIVERSITY, ILORIN, NIGERIA IN PARTIAL FULFILMENT OF THE

REQUIREMENTS FOR THE AWARD OF BACHELOR OF ARTS EDUCATION

B.A Ed (Hons.) DEGREE IN ISLAMIC STUDIES EDUCATION

 CHAPTER ONE

INTRODUCTION

Background of the Study

Education constitutes a multifaceted reality with foundations rooted in social,

psychological, economic, political, historical, and cultural aspects. Concurrently, it operates as

an institutional structure providing professional experiences for teachers or aspiring educators, as

posited by Smith, J. K., & Gallagher, D.J. (2018). The efficacy of teachers in delivering

education, a crucial element of the education system, is intricately tied to how they comprehend

their teaching roles and the teaching profession. This understanding is not divorced from the

individual characteristics of teachers. Therefore, an exploration of teachers' perceptions of the

foundational aspects of education is essential for both their professional development and the

enhancement of the overall education system, contributing to broader social development. It

becomes imperative to ascertain whether there exists a political basis for education and whether a

political context shapes the professional roles or practices of teachers, particularly within the

classroom.

Competency, as outlined by Park, H., & Park, S. J. (2016), serves as a broader descriptor

of the requisites for individuals in organizational and communal settings. It is often demonstrated

in action within diverse situations and contexts, adapting to varying circumstances. Competent

individuals, especially in emergencies, draw upon behaviours proven successful in the past. For

teachers, competency stands out as a pivotal factor in advancing students' achievements and

bridging the achievement gap. The quality of teaching, identified as the single most crucial factor

influencing student learning, often lacks a clear definition in many schools, leading to potential

challenges in improving classroom practices and negatively impacting student achievements

(Danielson, 2016). Competency, irrespective of training, evolves through experience and an

individual's capacity to learn and adapt. The prevalent concern over poor academic achievement

in Nigerian students underscores the pivotal role of teachers in the quality of education.

UNESCO's (2018) perspective on a teacher's competency in the 21st century underscores

the importance of possessing a solid understanding of the curriculum in their subjects and

integrating technology seamlessly into their teaching practices. Within the formal education

system, comprising curriculum, students, and teachers, the teacher's role is paramount in

imparting education, thereby contributing to the construction of societies. Education, whether

informal or formal, is the conduit for transmitting traditional values, cultures, and established

sets of virtues and vices across generations.

Education, being the acquisition of knowledge and awareness, shapes an individual's

personality and character, facilitating the development of capabilities that empower individuals

to navigate their environments and realize their potential. Curzon (2023) defines education as a

human activity deeply intertwined with the processes of learning and teaching, fostering the

nurture of human personality. Contrasting views, such as Williamson, W., & Ruming, K. (2016),

suggest that education partially rectifies learners' existing knowledge, requiring specific skills. A

competent teacher becomes crucial in rectifying unfairness, imparting passion and

professionalism, and guiding learners through the formal system of education. The quality of

education relies on the provision by two primary sources: teachers and the curriculum. In the

formal education system, students depend on teachers for the transmission, interpretation, and

facilitation of subject matter knowledge. High-quality education necessitates highly skilled and

professional teaching. Teachers play a crucial role in preparing citizens for the future, shaping
nations with their knowledge, competencies, and skills essential for active citizenship,

employment, and societal evolution.

Competency in teaching comprises various techniques, abilities, and skills that combine

to make a teacher effective. The reliability of a teacher's work depends on their competency,

which, in turn, relies on the consistency of their efforts. Different subjects demand different

skills and competencies from teachers. The link between teachers' competency and students'

academic achievement, as evidenced in government examinations, underscores the critical role

of teachers in achieving excellence over time (Ajao, 2021). Teachers have consistently emerged

as pivotal influencers on students' academic achievements, playing a central role in educational

attainment. The quality of a teacher's knowledge and pedagogical skills positively affects

students' academic achievements in regular classroom teaching. However, the persistent issue of

below-average academic achievement in students, particularly in government subjects,

necessitates further investigation into the competency levels of government teachers.

Gafoor and Babu (2016) describes teaching styles into five, namely, how teachers teach

including the teaching behaviour, how teachers organize teaching and the classroom

environment, teaching styles and cognitive styles affect a person's teaching style, identifiable

classroom behaviour, and preferred ways of solving problems, completing assignments, and

making decisions in the teaching process. Therefore, teaching style cannot be interpreted in a

narrow sense as a way of conveying information or knowledge from the teacher to students but

also includes all issues related to the learning process in the classroom. It was confirmed by

Frunză (2018) who stated that teaching styles represent a constant concern in the area of

education and communication and through teaching behaviour. They are designed to create an

atmosphere of emulation, reliable, and productive cooperation within the teaching staff." The
teaching style which ideally involves students in two-way communication arises students'

motivation to participate actively in the learning process. However, the conventional teaching

style which is seen teaching as a "transfer of knowledge" has not changed in accordance with the

current condition and students’ background. The monotonous teaching style using lecturing

results in students’ lower motivation in learning. This condition affects the students’

understanding and interest in learning. Thus, their learning achievement will be low.

Academic achievement, defined by Carter (2019) as the knowledge and skills acquired in

school subjects, becomes a crucial indicator of the effectiveness of teaching. According to the

Dictionary of Psychology by Chaplin (2019), academic achievement or educational achievement

is defined as a specified level of attainment or proficiency in academic work, as assessed by

teachers, standardized tests, or a combination of both. Bhatnagar R.P. (2017) views academic

achievement or academic performance as an aspect of a student's total behaviour, resulting from

the interaction of the student as an individual with the school environment, teachers, and peers.

Gupta and Kapoor (2015) assert that academic achievement, similar to performance in other

fields, is not one-dimensional; rather, it is a multidimensional activity encompassing various

phases.

Academic achievement significantly influences a student's self-concept, shaping how

they perceive themselves in comparison to others. It also affects the time and energy a student

allocates to social activities, consequently impacting their sociability. Symons (2016) highlights

multiple ways in which academic achievement plays a pivotal role, indicating that examination

marks have a profound impact on a student's self-esteem, influence their social interactions, and

determine their group affiliations within the academic environment. Marks serve as indicators of

success or failure, influencing promotional prospects, predicting future success probabilities, and
even shaping parental attitudes toward the student. Numerous researchers, including Bhatnagar

(2016), Aggarwal (2017), Mehta (2019), Deo & Sharma (2015), Bhatanagar (2019), Tandon

(2020), Shivappa (2016), and Vasantha (2021), have identified a positive correlation between

academic achievement and attitudes of satisfaction. They acknowledge the partially reciprocal

relationship between satisfaction, attitude, and academic achievement. These scholars advocate

for substantial initial efforts to enhance children's satisfaction in the education system,

considering it a crucial factor in fostering positive academic outcomes.

In the present study, academic achievement is conceptualized as the current ability of a

child or the extent of their knowledge in a specific theoretical area. It encompasses students'

success in knowledge, skills, and appreciations taught in schools, as well as their performance in

examinations within the academic field of disciplines taught at their academic level. The

percentage of marks obtained in academic subjects during test examinations serves as a

quantifiable measure of academic achievement. This perspective on academic achievement

focuses on theoretical subjects, contributing to the comprehensive development of students and

does not extend to technical or professional acquisition.

The evaluation of students' academic achievement, whether deemed "high" or "low," is

intricately linked to the socio-economic status of the family. In democratic societies, variations

in families are observed not only in terms of cultural differences but also in lifestyle, dwelling

arrangements, material possessions, occupations, and education levels. Good (2016) defines

academic achievement as the knowledge acquired or skills developed in school subjects,

typically indicated by test scores or marks assigned by teachers. Similarly, Christian (2020)

associates the term "performance" with the learning outcomes of students. Learning, occurring

through various subjects, shapes the behaviour patterns of students, affecting three major areas:
Cognitive, Affective, and Psychomotor. According to Christian, these domains of learning do not

necessarily reach the same level simultaneously, and students may be at higher or lower levels in

any given domain.

The Cognitive domain primarily concerns the intellectual growth of individuals,

encompassing the acquisition of basic intellectual skills, factual knowledge, comprehension,

application, analysis, synthesis, and evaluation, as outlined by Bloom (2018). This

comprehensive understanding of academic achievement and its multifaceted influences

emphasizes the need for a holistic approach to education, recognizing the interconnectedness of

various factors in shaping students' success.

Statement of the Problem

The decline in the standard of education is evident, primarily attributed to perceived low

achievements among teachers, students, and various other factors. Consequently, there has been

a consistent poor performance of students in public examinations annually.

Despite the acknowledged primary role of teachers in transmitting knowledge and skills,

concerns have been raised about the efficiency of teachers in fulfilling this crucial responsibility.

The academic background, training, and professional competence of teachers are particularly

crucial in this regard (Ivowi, 2016). The correlation between teachers' competence and students'

academic achievement in Islamic Studies is a notable aspect. Notably, there is a deficiency and

subpar academic performance in Islamic Studies and this deficiency can be attributed to the lack

of teachers' competence and inadequate learning resources in classrooms (Nwosu, 2017).

A critical observation is the prevalence of non-specialists teaching Islamic Studies in

secondary schools, contributing to the overall inadequacy in the teaching of government

(Surakah, 2019). This discrepancy is considered a significant factor contributing to the poor

academic achievements of students in the subject.

To address these challenges, Islamic Studies teachers should introspect and inquire about

their academic and professional competencies, questioning their ability to meaningfully teach the

content. Additionally, they should assess their mastery and skills in conducting evaluations based

on prescribed procedures. Against this backdrop, this study aims to investigate the relationship

between teachers' competence and student academic achievement in Islamic Studies.

TEACHERS' SUBJECT COMPETENCIES AND TEACHING METHODS ON ISLAMIC

STUDIES STUDENTS’ ACADEMIC PERFORMANCE IN SENIOR SECONDARY

SCHOOLS IN ILORIN WEST

Purpose of the Study

The main purpose of this study is to explore the influence of teachers' subject competencies and

teaching methods on Islamic Studies students’ academic performance in senior secondary

schools in Ilorin West Local Government Area, Kwara State. Specifically, the study is to;

i. Assess the influence of teachers' subject competencies on Islamic Studies students’

academic performance in senior secondary schools in Ilorin West.

ii. Explore various teaching methods employed by Islamic Studies within Ilorin West

Local Government Area and their potential impact on students' academic

achievement.

iii. Identify additional factors beyond subject competencies and teaching styles that may

influence students' academic achievement in Islamic Studies.

Research Question

In line with the specific purpose, the following research questions will be raised for the

study:

i. To what extent do teachers' subject competencies in Islamic Studies correlate with

students' academic performance in Ilorin West Local Government Area?

ii. What teaching styles are predominantly employed by Islamic Studies teachers in Ilorin

West Local Government Area, and how do these styles impact students' academic

performance?
 iii. What additional factors beyond subject competencies and teaching styles contribute to

variations in students' academic performance in Islamic Studies in Ilorin West Local

Government Area?

Research Hypotheses

H01: There is no significant relationship between teachers' subject competencies in Islamic

Studies and students' academic performance in Ilorin West Local Government Area.

Significance of the Study

This study on influence of teachers' subject competencies and teaching methods on

Islamic Studies students’ academic performance in senior secondary schools in Ilorin West Local

Government Area, Kwara State. This study would benefit the government, teachers, and future

researchers in several ways.

The government would benefit from the study by gaining insights into the influence of

teachers' subject competencies and teaching style on students’ academic performance in Islamic

Studies, Ilorin-west, Kwara state. This information would be used to develop policies and

programs that improve the teaching and learning of Islamic studies in secondary schools. The

study would also provide evidence-based recommendations for policymakers to address the

challenges facing the teaching and learning of Islamic studies in Ilorin West, Kwara State.

In the same vein, teachers would benefit from the study by gaining a deeper

understanding the influence of teachers' subject competencies and teaching style on students’

academic performance. This knowledge would enable teachers to design instructional strategies

that are tailored to the needs and students` interests.

 Additionally, the study will benefit future researchers by providing a rich source of data

on the influence of teachers' subject competencies and teaching style on students’ academic

performance. The study can serve as a reference point for future research on Islamic education in

Nigeria
 .

Scope of the Study

This study seeks to explore influence of teachers' subject competencies and teaching

methods on Islamic Studies students’ academic performance in senior secondary schools in Ilorin

West Local Government Area, Kwara State. The geographical scope of the study focuses on

Ilorin West L.G.A in Kwara State to ensure a concentrated and localized study. The sample

scope includes primary data collection from various schools within Ilorin West L.G.A.,

encompassing selected public schools. The demographic scopes are teachers, students, and

educational administrators as primary participants for data collection. The variable scope of the

study includes teachers' subject competencies and teaching styles (Independent Variables) on

students’ academic performance in Islamic Studies (Dependent Variable). The scope adopt on

research methods comprises of qualitative and quantitative research methods, questionnaires,

classroom observations, and academic performance analysis.

Operational Definition of Terms

For the effective and efficient of this work and proper achievement of the objectives and

goals of this project, the following terms should be defined;

I. Teacher: A teacher is someone who helps others learn and understand different subjects

or skills. They work in schools and classrooms, guiding students through lessons and

activities to help them gain knowledge and develop new abilities.

II. Students: Students are individuals who go to school to learn. They are the people being

taught by teachers.
III. Teaching Style: Teaching style refers to the methods and approaches teachers use to

teach their students. It includes how teachers explain lessons, engage students in learning,

conduct activities, give assignments, and assess student progress.

IV. Teachers' Competencies: refer to the combination of knowledge, skills, and attributes

that enable them to effectively educate and support students in their learning journey.

V. Classroom Dynamics: describe the atmosphere and interactions within a classroom. It

involves how students and teachers interact with each other, the energy and mood of the

classroom, group activities, discussions, and overall behaviour during learning sessions.

VI. Academic Achievement: is about how well someone does in school. It's not just about

getting good grades, but also about learning new things, understanding subjects, and

doing well in tests or assignments.

 CHAPTER TWO

REVIEW OF RELATED LITERATURE

In this chapter the relevant concepts and studies are reviewed under the

following sub-headings:

a) Concept of Teacher and Teachers' Competencies

b) Concept of Teaching Methods

c) Concept of Student Academic Achievement

d) Empirical Studies on Teachers' Subject Competencies and Teaching Styles and Student

e) Academic Achievement

f) Appraisal of Literature Reviewed

Concept of Teacher and Teachers' Competencies

The nature of the teacher has two meanings, namely the meaning of general and specific

meanings. Understanding of teachers in general is the person who is responsible for the

development efforts physical and spiritual learners cognitive, affective, and psychomotor in

order to reach a level of maturity so that he is able to fulfil his humanitarian duties both as caliph

fi al- ardl and Abd Allah in accordance with the values of Islamic teachings. Therefore That

education in this context is not only limited to people responsible for directing and empowering

potential students through teaching and learning activities at school, but educators are adult

human beings who are responsible for internalize religious values and seek to create individuals

who have a scientific and personal mind set glorious.(Suwarno, 2016). Meanwhile, the notion of

educator (teacher) in a special sense is a person who works in the field of education and teaching
who have skills and expertise in the didactic methodical field professionally and get an official

teaching certificate who are also responsible for helping students reach maturity through the

transfer of knowledge and transfer of value takes place in teaching and learning activities in

educational institutions so that students achieve balance and perfection cognitive, affective and

psychomotor aspects. Teacher in Sanskrit consists of two syllables, 'gu' and 'ru' 'gu' means

darkness, and 'ru' means to dispel, meaning the word 'teacher' refers more to the person who

dispels the darkness and bring more understanding and enlightenment. Still in Sanskrit, guru also

means "heavy". Perhaps This understanding is based more on the teacher's relatively sufficient

task heavy if done comprehensively. In the Big Indonesian Dictionary, the teacher has

understanding of people whose work (livelihood profession) teaching.(Ismail, 2019).

According to the Ministry of Education and culture, teachers are someone who has an idea

that must be realized for the interests of students, so as to support the best relationship with

students, so as to uphold, develop and apply the virtues related to religion, culture, and science.

Zamroni believes that the teacher is the creator of the learning process teaches. He is the one who

will develop a free atmosphere for students to study what interests them, express

their ideas and creativity within the limits of consistently enforced norms.(Zamroni, 2017).

Besides, the teacher will act as a model for students. Greatness of soul, insight and the teacher's

knowledge of the development of his community will lead students to think beyond modern

boundaries, think to create a better future. From some of the definitions above, it can be

concluded that teachers is a human figure who has a fairly complicated and heavy task, teacher

not only limited to conveying knowledge and information, but he must also be able to make

students into human beings who have superior morality, high character and values qualified
religious, in short to be an ideal human being. In the context of education, teachers are known as

educators (Suwarno, 2017).

Teacher’s Competence

Teacher’s Competence, as articulated by prominent authority McLeod, E. (2019), can be

defined as a teacher's adeptness in fulfilling responsibilities in a responsible and effective

manner. The competence of a teacher plays a pivotal role in elevating students' achievements and

narrowing the achievement gap. Despite being the primary factor influencing student learning,

the concept of good teaching often lacks a clear definition in many educational institutions

(Danielson, 2016). Mulyasa (2020) further underscores that a teacher's competencies encompass

knowledge, abilities, and skills, all of which are intricately intertwined, enabling the teacher to

manifest cognitive, affective, and psychomotor behaviours in line with the objectives.

Teacher's competence is instrumental in creating an inclusive and supportive learning

environment that embraces the diverse ideas, experiences, values, and backgrounds of students.

This competence can be broadly categorized as General Teacher’s Competence, a set of skills

essential for any teacher across different centuries. These competencies include:

a) Teacher-Student Relationship: Proficiency in fostering positive interactions with students, regardless

of their backgrounds, ethnicities, economic and social statuses, and personalities.

b) Lesson Plan Preparation: The ability to design effective lesson plans, encompassing a well-structured

scope and sequence that allows students ample time to master instructional outcomes while

maintaining acceptable standards.

c) Varied Teaching Strategies: Competence in employing diverse teaching strategies that accommodate

different learning styles among students.

d) Assessment Techniques: Proficiency in developing assessment techniques to monitor and gauge

students' performance progress.

e) Collaboration and Cooperation: Capability to collaborate with fellow teachers, fostering synergies

within the school staff to achieve not only specific lesson objectives but also broader educational

goals aligned with the school curriculum or mission.

f) Parent and Student Guidance Communication: The ability to effectively communicate with parents

and provide guidance to students, ensuring a holistic approach to education.

Concept of Teaching Methods

Beyond being a mere teaching method, style is a complex concept that encompasses various

dimensions, incorporating general modes of classroom/online behaviour, traits associated with a

popular instructor, utilized teaching methods, common behaviours among college faculty,

personality characteristics, archetypal forms, and metaphors for teaching (Grasha, 2016, p. 2).

While teachers may have a predominant style influenced by personal preferences, abilities, and

beliefs regarding effective teaching in a specific discipline or class, exemplary educators

integrate a dynamic blend of elements from different styles, adapting to the diverse learning

preferences of their students. In essence, the idea is that "one size does NOT fit all."

Teaching Methods are not fixed; they can be taught, learned, and developed. Unfortunately,

many teacher training programs neglect the crucial aspect of style development. The realm of

online teaching, in particular, demands creativity in adapting teaching styles to leverage

technology and address the challenges of not having face-to-face interactions. Teaching style is

intricately linked to the various roles that teachers assume, such as activity designer, active

listener, actor/director, advisor, assigner, case designer, coach, consultant, coordinator, evaluator,

facilitator, grader, lecturer, and more. Furthermore, teaching styles can be broadly categorized

into Teacher-Centered, Student-Centered, and Content-Centered approaches, reflecting the focal

point and emphasis of the instructional process.

Traditionally, teaching style has often been viewed in a negative light, associated with

affectation, considered a mere façade to compensate for a lack of substance, or tolerated as an

expression of personal quirks [Eble, 2018, p. 1]. To truly comprehend, cultivate, and effectively

use our teaching styles, we need to transcend the limited and sometimes unfavourable

perceptions surrounding it.

 Teaching style is more than a surface-level collection of captivating mannerisms aimed at

making an impression. It is better understood as a pervasive quality that significantly influences

various aspects of our teaching. Our individual qualities guide the selection of instructional

methods, making style the mechanism through which we convey the essence of our disciplines.

Furthermore, style embodies what Reinsmith (2019; 2022) describes as the teacher's

presence and the nature and quality of interactions with students. Consequently, how we

manifest our styles as teachers has a dual impact on students. It can either facilitate or impede

their ability to grasp content and skills, and it shapes the learning styles adopted by our students.

Concept of Student Academic Achievement

Carter (2019) defines Student Academic Achievement as the knowledge attained or skills

developed in the school subjects, usually determined by test scores or marks assigned by teachers

or both. Chaplin (2019) defines educational or Academic Achievement as specified level of

attainment or proficiency in academic work as evaluated by the teachers, by standardized tests or

by a combination of both. Bhatnagar R.P. (2016) considers Academic Achievement or Academic

Performance of students as an aspect of their total behaviour. It is the product of the interaction

of the student, as an individual with his environment, namely school, teachers and peers. Gupta

and Kapoor (2019) have stated that Academic Achievement or Academic Performance like

performance in other fields is not one-dimensional, but it is a multidimensional activity,

involving a number of phases.

Academic Achievement influence the student's concept by telling him how other judges him

and how rates himself in relation to others. They also affect the amount of time and energy he

can spend on social activities and this will how sociable he becomes. Symons (2020) indicated

many ways in which Academic Achievement influenced. He reports that marks earned in the
examination make a tremendous difference to a student. Mars influence his estimate of himself,

serve as a sign to him that he was liked or disliked, and determined whether he has to remain

with classmates or instead to become (what he considers) an outcast and forced to join a group of

strange students in another class Marks indicate success or failure and they determine promotion,

indicate the probability of future success and influence his parents' attitude toward him. Marks

help to determine whether a student thought of himself as successful, smart or as a failure, an

outcast, stupid or a nitwit. Many researchers have found a positive correlation between

Academic Achievement and Satisfaction Attitudes. Most educators and educators and

researchers concede that the relationship between the Satisfaction, Attitude and Academic

Achievement is partially reciprocal Bhatnagar (2016), Aggarwal (2017), Mehta (2019), Deo &

Sharma (2015), Bhatanagar (2019), Tandon (2020), Shivappa (2016), Vasantha (2021) and many

others have worked in this area. These authors were of the opinion that considerable initial time

and effort should be spent in trying to increase the satisfaction of children in education system.

In the present study the investigator has taken the concept of Academic Achievement as the

present ability of the child or the extent of his knowledge in a specific theoretical area, the

attainment or success of students in knowledge, skill and appreciations taught in schools,

attainment in examinations in academic field of disciplines taught at their academic level, the

percentage of marks obtained in their academic subjects at the test examinations have been taken

as a measure of Academic Achievement. These types of Achievement are concerned with

Academic or Theoretical Subjects, inculcation of which results the all-round development of

students. It has no concern with technical or professional acquisition. Academic Achievement

“high” or “low” takes into consideration mainly socio and economic status of the family. In most
democratic societies it has been observed that families differ from on another not only in terms

of culture but also in life style, dwelling materialistic possession, occupation and education.

The Importance of Academic Achievement

The importance of intellectual ability in Academic Achievement cannot be defined, yet a

large number of personality factors have been found to loom large in Academic Achievement.

Academic Achievement in general, refers to the degree or level of success of proficiency,

attained in some specific area, concerning scholastic or academic work. Academic or

Educational age, accomplishment quotient or achievement quotients are the most commonly

used means to interpret the level of Academic Achievement of pupils in a specific given subject

matter.

Good (2017) defines Academic Achievement as the knowledge attained or skill developed in

the school subjects, usually designated by test scores or marks assigned by the teachers.

According to Christian (2016) the word performance generally indicates the learning outcome of

the students. As a result of learning through different subjects, the learning outcome changes the

behaviour patterns of the students. Learning affects three major areas of students namely:

Cognitive, Affective, and Psychomotor. According to him, learning does not reach the same

level in all three domains at a time. Students may be at higher or lower level in any domain.

Cognitive area is primarily concerned with the intellectual growth of the individual. Growth in

the area includes the acquisition of basic intellectual skills, such as reading, ability to add and

subtract, as well as learning of facts, concepts and generalization. Bloom (2018) contends that

cognitive domain includes all those objectives which deal with the recall or recognition of

knowledge and development of intellectual abilities in the cognitive domain contains six major

classes namely,
(1) Knowledge

(2) Comprehension

(3) Application

(4) Analysis

(5) Synthesis

(6) Evaluation. Achievement is generally used in Education.

Teachers' Influence on Student Outcomes

Influence of a Teaching Style

Students who perceive healthy interaction with teachers are more likely to engage in

academics resulting in increased participation and overall academic achievement (Davis, 2023;

Klem & Connell, 2020). The student’s ability to compete and flourish depends on the classroom

structure set up by the teacher. If students have a clear understanding of what is expected of them

and their learning tasks and goals are well defined, they are able to regulate their behaviour in a

better way. This also bolsters student perceptions of competence and high engagement with self-

regulated learning strategies (Sierens, Vansteenkiste, Goossens, Soenens & Dochy, 2019). The

environment inside a classroom is critical for students’ learning beliefs and behaviours. It

impacts not just academics, but also their ability to self-regulate their sense of independence and

identity exploration; therefore, students become doubtful about their ability to succeed and they

have questions about the value of schoolwork, which may result in reduced academic effort. The

environment of the classroom that includes perceived teaching styles becomes extremely crucial

in this learning period (Ryan & Patrick, 2021).

Autonomous-Supportive and Controlling Teaching Style

 Autonomy determines that an individual has the right to determine their own behaviour. Any

teacher that supports this idea would give students a choice in determining matters like teaching

tasks and encourages them to reflect on their own perspectives in the classroom. Researches

show a high correlation between student motivation and teacher autonomy support resulting in

an increase in self-regulated learning, time management, enhanced concentration and decrease in

anxiety about grades (Benita, Roth, & Deci, 2016; Vansteenkiste, Zhou, Lens, & Soenens, 2015).

On the other hand, in a non-cooperative classroom environment where teacher exerts control

by inducing guilt or threatening to punish, the students are likely to think over the relationship

with teachers rather than focusing on academics and performance. Allan, Clarke and Jopling

(2019) analysed students’ perceptions of effective teaching. Results indicated that teachers with

high expectations from students in a supportive environment were found to be perceived by

students as a determinant factor for their academic achievement and success in higher education.

Students’ perceptions of academic load and inappropriate assessments by teachers encouraged

shallow learning, whereas perceptions of supportive teaching encouraged positive approaches to

academics. Their perception of contemporary learning environment was a stronger predictor of

learning outcomes at university than prior achievements at school (Lizzio, Wilson, & Simons,

2021).

Ouyang and Scharber (2017) studied the importance of teaching style over the academic

years to ease student cohesion and learning. Results suggested that during the initial years of

academia, there was a greater need for participation and interaction perceived by teachers,

evolving into a more passive role of a facilitator. In fact, the presence of teacher influences

student curiosity, engagement and the communication process (Jaggars & Xu, 2016;

Ladyshewsky, 2018).
Teacher-Student Interaction

In any situation, learning depends on a great deal of the patterns and structure of inter-

personal relationships that exist within the academic arena especially, between a student and

another student. According to Diedrich 2020), a huge range of studies reveal that teachers can

encourage their college students to perform nicely within the classroom in the event that they

take time to build relationships and engage with the students. In the phrases of Whitaker (2017),

teachers ought to strongly consider that building relationships is critical to the motivation process

towards learning. According to one of the studies carried out by Nugent (2019), it was suggested

that if teachers take the time to build relationships they can motivate their students to learn.

Whitaker (2017) lays emphasis on the need to capitalise on this notion as a way of improving

student academic performance.

As findings from studies demonstrate that teacher-student interactions have effect on college

student overall academic performance, a few parents do no longer like close teacher-student

interplay as necessary but Whitaker (2017) said, teachers recognise the importance of connecting

with their students, that if they are unable to connect with them emotionally then influencing

their minds may be impossible. Most parents argue that a powerful curriculum is what really

matters to the success of their youngsters or ward. However, studies has proven that for college

kids to efficiently study and maintain what is given by using a powerful curriculum, they ought

to have assistance from their teachers and this will be viable if they have interaction and

construct a wonderful relationship with the teachers. According to a research conducted by Jill

(2021) cited in Bereket, Yohannes and Aklilu (2019), it was revealed that college performance

correlates with quality of one’s interpersonal relationships. According to Knoell (2021), the close

emotional dating among teachers and students has an effect on students. For example, students
need to recognise the school as a home, even though the school is away from the students’

houses.

The teachers’ devotion to college students’ academic performance has been of first-rate help

in inspiring students to attain the academic necessities of a college. Nugent (2019) said that

according to research from students, it was examined that if teachers take the initiative to build

relationships, they likely may want to motivate students to learn. He further argued that research

suggests that teachers need to possess a strong belief that creating a relationship plays an

important role in the process of motivation towards academic performance. Student academic

performance could be enhanced through motivation. Owuamanam and Owuamanam (2021)

stated that achievement motivation is aroused in the classroom when the cues elicit an

expectancy of goal attainment, and individuals with achievement examined that there is a

substantial relationship between teacher-student interplay and college students’ academic

performance. Rena (2020) cited in Alimi and Balogun (2021) carried out a study and found out

that there was a relationship between teacher-student relationship and student academic

performance. In a study carried out by Fowler, Bank, Anhalt, Der and Kalis (2018), they found

out that there was a relationship between teacher-student interaction and academic performance

of students. Also, in a study carried out by Telli, Brok and Cakirogrolu (2018) they found out

that there was a strong relationship between teacher-student interpersonal relationship and

student academic performance.

Autonomy Support

Self-determination theory SDT (Ryan and Deci 2020) ranges teacher’s motivating styles

from highly controlling to highly autonomy supportive. Ryan and Deci posit that autonomy

supportive teachers promote and encourage students during learning activities and contrast SDT
teaching to highly controlling teachers who often interfere between students’ self-determined

intrinsic motives and classroom exercise. Autonomy-supportive teachers facilitate learning and

activities by nurturing students’ interests and needs, creating opportunities and giving choices to

students which create an atmosphere in the classroom where students are guided by inner

motives. On the other hand, teachers who are relatively controlling impede students’ inner

motives because they instruct students in a way which defines what students should think, feel

and do. In order to achieve that, controlling teachers are prone to rely on extrinsic motives and

use pressuring or teacher-centred speech (Reeve et al. 2018).

Assor et al. (2015) contrasted teacher’s motivating styles into autonomy supportive and

directly controlling, where directly controlling teacher seeks to fully control, instantly change

student behaviours and opinions if they do not match the teacher’s. Their results indicated that

directly controlling teacher behaviour has a negative effect on students’ emotions, motivational

orientations and engagement styles. Studies (Kaplan, Assor, and Roth 2003; Poom-Valickis et al.

2016) reveal that the frequency of controlling teacher behaviour increases in middle and high

school and, although most primary-school teachers are autonomy supportive, controlling

behaviour also has a negative effect on primary students

Structured Teaching

Students’ learning engagement is not guaranteed solely by autonomy-supportive practices:

structured teaching is just as important (Jang, Reeve, and Deci 2019). The study in the USA by

Skinner et al. (2018) of high-school students reported strong and positive association between

students’ classroom engagement and teachers’ instructional styles. Students filled out self-report

questionnaires which were administered by trained interviewers. Structured teaching consisted of

clear instructions, the communication of information about teacher’s expectations and ways of
effectively achieving wanted educational aims (Skinner et al. 1998). Strong structure stands in

opposition to chaos where teachers are contradictory or puzzling, do not express clear

instructions and directions and expect positive outcomes without explaining how students should

attain those (Jang, Reeve, and Deci 2019).

Fox (2018) underlines a problem related to instructional strategies; more specifically

research based instructional strategies, which have been proven to enhance students’ memory

and skills to use what they have been learning. Fox stresses that these strategies are used

inconsistently in classrooms and therefore student achievement is hindered. His findings reveal,

for example, that teachers would, in 50% of lessons, identify a clear learning goal at the

beginning of the lesson. Also, teachers would let students reflect or summarise at the end of the

lesson less than 33% of the time.

Problems of Educational System in Nigeria: Challenges

The Educational system in Nigeria has faced several problems and challenges since the

Implementation of National Policy on Education, chief of which are summarised below:

Sector Challenges

1. Inadequate Infrastructure and teaching aids at all levels.

2. Prolong Industrial disputes and close down of schools and colleges arising from inadequate

funding and poor condition of service.

3. Multiplicity of trade unions in institutions and colleges such as ASUU, COEASU, SSANU,

NASU, NUT, ASUP.

4. Non- professionalizing of the work-benefits of educational experts, professionals and

administrators.

5. Inadequate professional teaching of Teachers and degrading teaching profession. E.t.c

Human Resources Challenges

1. Lack of universal code and ethics

2. Lack of prestige for major actors in the school system

3. Poor condition of service for educational experts, professionals and administrators

4. Delayed promotion and entitlements of Teachers

5. Negative social attitude to Teacher’s status and teaching profession

Political Challenges

1. Most Nigeria’s government possessed different changing attitudes to the policies and peculiarities

of educational system; particularly past Military governments.

2. The idea of promoting education for the benefit of individuals largely remained the responsibility

of Regional and State governments even after the Federal Government launched compulsory
 Universal Primary Education (UPE) in 1976 and Universal Basic Education (UBE) initiative in

2000.

3. Political instability and lack of moderation in the administration, planning and development of

educational system in Nigeria is a major source of concern in promoting Nigeria’s educational

system envisaged by the National Policy on Education.

4. Government incessant interventions in institutional administration and management of schools

had weakened institutional autonomy and decision making mechanism to maintain and develop a

well- meaning educational system.

5. Government privatization of infrastructure and increased public service remuneration

substantially without matching budgetary needs with realities or the provision of needed

resources including the completion of abandoned projects like has affected every aspect of public

life and functional promotion of education at all levels.

Economic Challenges

1. Nigeria has not enjoyed buoyant economy to facilitate economic prosperity and proper funding of

education since the fall of oil market after the 1970’s Oil boom.

2. The Oil Boom which influenced Nigeria’s venture into new areas of economic interest and

investments through creation of industries and other incentives for public development brought

great strains and consequences on the national’s economic power thereby requiring Structural

Adjustment Programmes (SAP) to restructure overburdened social services.

3. Foreign debts, corruption, misappropriation and the squandering of Nigeria’s hard earned foreign

currency and depletion of national reserves and oil sector crisis further heightened the value

system, public appropriation and Naira value for the funding of the educational system.

4. The rise in school population and unmanageable needs of urban centres due to explosive

migration from rural areas weakened rural economy, which is the base of national economy

largely sustained by agriculture and grass-root development for promotion of sustainable

investments, cottage industries and enterprise and the strategic development of the state of social
 services and infrastructure for the modernization of Nigerian State in meeting the wholesome and

multifarious objectives of educational system.

5. The compound national problem arising from weak economic system, isolation and collapse of

global credit facility during uncompromising political regimes and diplomacy, plummeted

commodity market and exchange rate of Nigeria’s Naira and bad international image arising from

Nigeria’s connection to corruption, hard drugs and fraud also affected educational planning and

development as well as overseas grants and invariably an wholesome educational system

Socio-Cultural Challenges

1. The need to bridge the imbalance in the Nigeria’s educational system was a major political issue

as it created a North-South Dichotomy based on socio-cultural attachments and values inherent in

the ‘suspicious’ or ‘enlightening’ educational system for a long time, even before Nigeria’s

independence.

2. The use of quota system in moderation of examination and admission into public schools and

colleges created negative controversies and compromises for academic excellence, professional

standards and quality of service in the educational system which is globally aimed at promoting

scholarship, merit and need drive, over parochial social demands and politics of equal access to

education.

3. The rise of state owned Universities in educational advanced states across the federation from the

80s to find ways of removing restrictions by the quota system on the public educational system

and the emergence of newer universities arising from population explosion and dwindling quality

service delivery in existing school system.

Prospects of Educational System in Nigeria

The prospect of revamping and sustaining the Nigeria’s educational system consist of various

approaches with a look at the linkages in inter-sectorial relationship. Education holds crucial

position in the overall development of human resources sector and development of national life
because it sends input and receives output from all productive and non-productive sector of the

economy.

Awopegba (2018) noted that the place of education in national development cannot be over-

emphasised since it contributes to the formation of human capital, creativity and social

stratification. Education plays central role in the development process as it pervades every aspect

of nation building as a significant factor in manpower development and an off-shoot of the

culture of the society. Hence functional education should be a means of eradicating absolute

poverty, creation of employment, universal access to basic services, greater equity among the

populace, popular participation in decision making, respect for human rights, gender equality,

environmental conservation and protection and related issues in the process of development.

It is therefore obvious that the development of each sector would be a reflection of the

quality and adequacy of skilled manpower supplied to them by the education sector. In an overall

analysis, the influence of education on national development can be demonstrated through a

diagram produced below to showcase the enormity of Education in various sectors.

AGRICULTURE INDUSTRY

HEALTH EDUCATION HOUSING

PUBLIC SERVICE HUMAN RESOURCES

DEVELOPMENT
Source: Field Survey 2023.
Critical developments of skills are strategic tools for the sustenance of the management of each

sector and therefore require the support and quality performance of the educational system.

Hence the need for an efficient, predictable and committed institutional system to can coordinate

the needs of the various sectors while maintaining an equilibrium between the products available

from the education sector their utilization in the economic life.

Public sector organizations and institutions such as Federal and State Ministries of

Education, Federal Ministry of Labour and Productivity, National Planning Commission,

National Manpower Board, Federal Office of Statistics, National Institute of Labour, National

Directorate of Employment, National Population Commission, Department of National

Citizenship Registration under Federal Ministry of Internal Affairs and other relevant agencies at

State and Federal levels has critical collaborative roles to play in assisting the government to

fashion out a sustainable action plan.

It is imminent to conclude from the foregoing that any step at addressing the problems

plaguing the educational system in Nigeria would consist of:

i. Tackling problems of unplanned educational growth and excessive politicised educational

policies that is distorting and deviating the nation’s educational objectives.

ii. Reduction of the unemployment rate in the country and commitment to practical and

functional training of school entrants at all levels.

iii. Progressive dilution of the quality of teaching personnel and college administrators with

enhanced institutional funding and provision of enabling environment and facilities for

research and academic development.

iv. Institutional collaborative efforts at eliminating examination malpractices, frauds and poor

academic discipline in the college system.

 v. Enhancement of educational values to promote socio-economic development at all times and

to achieve national unity and integration

Empirical Studies on Teachers' Subject Competencies and Student Academic Achievement

Muchamad Toif Chasani (2022) examined the position of the teacher as the subject of

education, which is seen from the ethics of the teacher, the basic skills that must be possessed by

the teacher, the duties and roles of the teacher, and the pattern of recruitment to become a

teacher. Teachers as central figures in education must have sufficient competence and

qualifications from their background, ethics, work or activities other than being a teacher. This

research method uses literature review, with primary and secondary data sources, and the

analysis used is content analysis. The results of this study indicate that the teacher is a central

figure in education. His position cannot be replaced and at the same time serves as an example

for students in particular and society in general. As an example, teachers cannot avoid the

professional ethics attached to them. Apart from that, the pattern of teacher recruitment must also

be carried out not only looking at the cognitive aspect alone, but other aspects such as adab and

morality must be the main consideration.

Chetan Sinha (2016) investigated Teacher-Student Interaction and Student Academic

Performancein Ekiti State, Nigeria, and observed an imposed curriculum and teacher-students

interactions from the social psychological and critical interdisciplinary perspectives. The role of

the school in the present modernist worldview is to frame and impart knowledge which may lead

to economic growth. In this context, the role of the teacher is observed as being limited to a

bearer of information rather than a leader who visualizes change and develops critical ability

among students. Based on the theoretical framework of post-formalism and collective/social

identity, the current work argues that the role of the teacher is not limited to passively following
and communicating mainstream values but involves constructing a new participative identity

through critical pedagogical engagement and by acting as an active agent of social change.

Awaisha Inayat and Amena Zehra Ali (2020 ) studied the Interaction between teachers and

students carries immense significance inside classrooms as it contributes to students’ learning.

The present study aims to explore perceived teaching style (autonomous-supportive and/or

controlling) and its correlation with students’ engagement, curiosity and exploration in cross-

sectional sample of school and university students (N= 402). Three questionnaires were used:

Perceived Parental Autonomy Support Scale P-PASS (Mageau, et al., 2015); Student

Engagement Instrument (Appleton, Christenson, Kim, & Reschly, 2006); and Curiosity and

Exploration Inventory (Kashdan, et al., 2009). The results showed that students simultaneously

perceived both teaching styles, that is, Autonomous-supportive and Controlling. However, a

significant difference was observed between the score of school students where they found their

teachers to be more supportive (t (402)=3.942) and controlling (t (402)=4.774) as compared to

university students. Furthermore, there was moderate correlation between perceived autonomy

support teaching style with students’ engagement (r=.463) as well as curiosity and exploration

(r=.318). The results offer an understanding of students’ perceptions of teaching style

contributing to students’ curiosity and motivation to engage in classroom.

Bolarinwa Dapo Alonge et, al (2022) investigated the relationship between teacher-student

interaction and secondary school student academic performance in public secondary schools in

Ekiti State, Nigeria. Descriptive survey and correlational research methods were employed for

the study. The Teacher-student Interaction Questionnaire (TSIQ) was used to collect data from a

sample of 1,074 respondents. A validated inventory was also used for the study. Proportionate

simple random sampling technique was used to select 376 teachers and 707 students from 24
public secondary schools in the state. The study revealed that there was a significant positive

relationship between teacher-student interaction and secondary school student academic

performance in public secondary schools in Ekiti State, Nigeria. It was concluded that teacher-

student interaction has a positive influence on secondary school student academic performance in

Ekiti State, Nigeria. It has been established that teachers-students interaction is one of the

determinants of secondary school student academic performance.

Lenshie, Nsemba Edward (2018) undergoes research on Politicisation of Education in

Nigeria Implications for National Transformation. He studied that for several decades past

governments in Nigeria have made futile efforts through several policies and the reshaping of

institutional mechanism to revamp the education system. The current deterioration of the

Nigerian education sector proves no less good. Several literatures on the education system in

Nigeria attributes the deploring condition of the education sector to poor financing,

implementation, and monitoring, as well as the copy- syndrome. This paper argues on the

contrary that, the problem with the education sector in Nigeria is beyond the identified

bottlenecks. The paper contend that politicisation of the education sector based on primordial

identities such as ethnicity, religion and god-fatherism are rather responsible for the deploring

condition of the education system Nigeria, which has multiplier effect on national

transformation. The paper concludes that Nigeria’s education will impact positively on the

national transformation when the politicisation of the sector along these identities is discouraged

and the trend reverted.

Appraisal of Literature Reviewed

The literature reviewed in this study consisted relevant literature works which indicated that

Teachers are central figures in education must have sufficient competence and qualifications
from their background, ethics, work or activities other than being a teacher. This research

method uses literature review, with primary and secondary data sources, and the analysis used is

content analysis. The results of this study indicate that the teacher is a central figure in education.

His position cannot be replaced and at the same time serves as an example for students in

particular and society in general

Kincheloe (2019; 2022) encourage teachers to adopt a critical pedagogy as an agent of

change by expanding the imagination and the appropriation of knowledge in the form of self-

reflection and self-determination, and thus collectively and critically shaping the larger social

order. However, studies has proven that for college kids to efficiently study and maintain what is

given by using a powerful curriculum, they ought to have assistance from their teachers and this

will be viable if they have interaction and construct a wonderful relationship with the teachers.

According to a research conducted by Jill (2021) cited in Bereket, Yohannes and Aklilu (2019),

it was revealed that college performance correlates with quality of one’s interpersonal

relationships.
 CHAPTER THREE

METHODOLOGY

This chapter presents the methodology that would be adopted for the study under the following
sub-heading
Research Design

Population of the Study

Sample and Sampling Techniques

Research Instrument

Validity of the Instrument

Reliability of the Instrument

Procedure for Data Collection

Method of Data Analysis

Research Design

The study will adopt a descriptive survey method. According to Ibrahim et al, (2016),

descriptive survey is important in educational researches and it can be done either through

the use of questionnaire or observation by the concerned researchers. Based on this the

researcher consider the method as being appropriate to use for the present study.

Population of the Study

The population of the study will cover 10 public schools and 200 (80 males, 120 females)

students in selected secondary schools in Ilorin West Local Government Area.

Sample and Sampling Techniques

The proportional random sampling technique will be adopted to obtain a sample of 200

respondents for the study which is 30% of the total population. The researcher chose to use 30%
in agreement with Uzoagulu (2015) who suggested that for population not up to 5000.

Research Instrument

The researcher will used two (2) instruments for the study. The structured questionnaire

titled Teachers' subject competencies and teaching styles on students’ academic performance.

The questionnaire will be used to elicit information on respondents' view on Teachers' subject

competencies and the impact on Student Academic Performance which will contain 20 items

relating to the subject matter. The rating scale used will be the four Likert-rating scale, which

ranges from 4 to 1. The scale was rated as: Strongly agree - 4, Agree - 3, Disagree - 2 and

Strongly Disagree-1.

Validity of the Instrument

The self-structured design questionnaire will be given two experts including the researcher`s

supervisor, and lecturers in Arts and Social Science Department Al-Hikmah University, for

necessary corrections and suggestion. A single copy will later produced from their corrected

drafts after he supervisors approval for the conduct of the study.

Reliability of the Instrument

For the reliability of the instrument of “Teachers' subject competencies and teaching styles

on students’ academic achievement questionnaire, the pilot study will be conducted by

administering10 copies of the instrument to the respondents in some selected schools in Ilorin

West Local Government Area Kwara State, within the time interval of two (2) weeks. t-test on

reliability of the instrument was used to measure the reliability coefficient of the questionnaire.

The data obtained will analyzed using Croubach Alpha method, at 0.89 coefficient index.
Procedure for Data Collection

The researcher will collect letter of introduction from H.O.D Arts and Social Science

Department. The letter collected will be given to the concerned head in each of the selected

schools for questionnaire administration. The researcher and two research assistants will

administer the questionnaires to the respondents and revisited the respondent for the

purpose of collection.

Method of Data Analysis

The data collected will be analysed using descriptive and inferential statistics. The mean

and standard deviation will be used to answer research questions, while Pearson Product-

Moment Correlation (PPMC) will be used to test the hypotheses at 0.05 level of significant.

This was run on the computer through the use of Statistical Packages for Social Sciences

(SPSS). For opinion purpose, any item mean above 2.50 was considered agreed while item

mean below 2.50 was considered disagreed. For the hypotheses, if the observed p-value is

less than the fixed p-value (0.05), the null hypothesis is rejected. On the other hand, if the

observed p-value is greater or equal to the fixed p-value (0.05), the null hypothesis is

accepted.
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