Differential Views of SHS Teacher Factors That Affect Students' Performance in Biology

ABSTRACT

This study investigated the differential views of SHS teacher factors that affect students‟ performance in biology in two districts of Eastern Region, Ghana. The research was guided by five research objectives. The study sought to establish the effect of certain factors such as teachers‟ motivation, qualifications, instructional approaches, professional experience and job satisfaction on students‟ performance in biology in two selected Districts of Eastern Region. The study used descriptive survey design. The techniques used to select the respondents were purposive and simple random sampling. The sample consisted of 124 respondents; made up of 4 school heads, 80 biology teachers and 40 educationists. The main instrument was a questionnaire and the data was analysed by the help of Statistical Package for Social Sciences (SPSS). This was supplemented with interviews and document analysis. The analysed data indicated that many (52.5 %) of the biology teachers were of the view that motivation of teachers made them do a lot of research to teach effectively. It was also found that all the biology teachers indicated that qualified teachers adopt good teaching methods which improved students‟ performance. Many (60.7%) of the respondents strongly agreed that teachers with high professional qualifications teach students better. Many (61.2%) of the respondents indicated that experienced teachers xii use learner centered approach in lessons delivery and they build upon students existing knowledge and experience. Majority of the respondents strongly agreed that, experienced teachers are more understanding in dealing with student related matters. This study was expected to significantly contribute to knowledge in other to improve learning and performance of students in biology.