Teachers' Teaching Experience and Students' Learning Outcomes in Secondary Schools in Ondo State, Nigeria

Abstract

This article examined teachers' teaching experience and students' learning outcomes in the secondary schools in Ondo State Nigeria. As a correlational survey, the study population comprised all the 257 secondary schools that presented students for the year 2003 senior secondary certificate (SSC) examinations in the State. Out of the population, a sample of 180 schools was drawn through the process of stratified random sampling technique. An inventory and a semi-structured interview schedule were the instruments used to collect information for the study. The data collected were analysed using the chi square test, correlation analysis and t-test. The semi-structured interview was conducted with selected principals and education officers. Their responses were analysed through content analysis. The findings revealed that teachers' teaching experience was significant with student' learning outcomes as measured by their performance in the SSC examinations. Schools having more teachers with five years and above teaching experience achieved better results than schools having more teachers with less than five years teaching experience. Considering the findings, it was recommended that government should encourage experienced teachers to stay on the job through the provision of incentives such as better promotional prospects, better welfare package and better conditions of service.

Structural Modeling of Teacher Characteristics, Skills in Teaching, and Students’ Achievement in Secondary School Physics

“…This finding is consistent with other research findings such as Mayer Mullens and Moore (2000), Adeyemi (2008) and Allen (2010). According to Mayer, Mullens and Moore (2000), the most important factor in improving students' achievement is having a well-qualified teacher in every classroom.…”

“…Teaching experience and mastery of subject matter are crucial as reported by Adeyemi (2008). According to Adeyemi, students taught by more experienced teachers tend to achieve at higher level than their colleagues taught by inexperienced teachers.…”

“…For example in his study, Adeyemi (2008) reported that students taught by more experienced teachers achieve at a higher level because their teachers have mastered the content and have acquired classroom skills to deal with different types of classroom problems. Allen (2010) supporting Adeyemi' (2008) findings reported that inexperienced teachers typically express concern about lacking effective means of organizing the classroom and handling disruptive behaviours of students. Oladokun (2010) reported that students taught by experienced teachers performed significantly better than those taught by non-experienced teachers in science process skill acquisition.…”

“…Teaching experience has long been thought to affect teaching skills, with more experienced teachers associated with greater teaching effectiveness (Adeyemi, 2008;Oladokun, 2010;Allen, 2010). For example in his study, Adeyemi (2008) reported that students taught by more experienced teachers achieve at a higher level because their teachers have mastered the content and have acquired classroom skills to deal with different types of classroom problems.…”

Performance Determinants of Kenya Certificate of Secondary Education (KCSE) in Mathematics of Secondary Schools in Nyamaiya Division, Kenya

“…Recent studies carried out to determine the relationship between teacher experience and students' performance in mathematics found that teacher experience and competence were the prime predictors of students' performance in all subject in secondary schools in Ondo state Nigeria (Adeyemi, 2008). Jones (1997 observed that teachers are a key input and a force to reckon with in school.…”