Impact of teacher quality and learning facilities on the academic achievement of basic science students

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Glory Godpower-Echie
Gift Ogologo Allen

Abstract

This survey on the impact of teacher quality and learning facilities on the academic achievement of basic science students sought to examine the impact of teacher quality and the availability of learning facilities on the academic achievement of basic science students. Two hypotheses were formulated to guide the study, with the population comprising all teachers and students of basic science in the Khana local government area of Rivers State. A simple random sampling technique was used in selecting ten (10) teachers and two hundred (200) students from five (5) public secondary schools in Khana local government area of the state. Three instruments were used for data collection: a set of questionnaires, one for the teachers and the other for the students, and the students' end-of-term results. The collected data were analyzed using ANOVA. The findings showed a significant relationship between the variables and basic science students' academic achievement. It was recommended, among others, that students should be given equal opportunity and the same level of encouragement, irrespective of gender.

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How to Cite
Godpower-Echie, G., & Allen, G. O. (2023). Impact of teacher quality and learning facilities on the academic achievement of basic science students. Faculty of Natural and Applied Sciences Journal of Mathematics, and Science Education, 4(2), 163–167. Retrieved from https://fnasjournals.com/index.php/FNAS-JMSE/article/view/170
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