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RELATIONSHIP BETWEEN TEACHER PROFESSIONAL COMPETENCY AND STUDENTS’ ACADEMIC ACHIEVEMENT IN ENGLISH LANGUAGE IN SENIOR SECONDARY SCHOOLS
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
This study aims to investigate the relationship between teacher professional competency and students' academic achievement in English language in senior secondary schools. The study recognizes the vital role of teachers in shaping students' academic performance and focuses specifically on the English language subject. The research aims to shed light on how teacher professional competency, encompassing knowledge, skills, and instructional strategies, affects students' learning outcomes.
The study employs a quantitative research design and utilizes a sample of senior secondary schools within a specific region. The participants consist of English language teachers and their respective students. The researcher collects data using standardized questionnaires to assess teacher professional competency and students' academic achievement. The questionnaires are designed based on established frameworks and theories related to teacher competence and student achievement.
The data collected is analyzed using statistical techniques such as correlation analysis and regression analysis. The correlation analysis examines the relationship between teacher professional competency and students' academic achievement in English language. The regression analysis helps determine the extent to which teacher professional competency predicts students' academic achievement.
The findings of this study will contribute to the existing body of knowledge by providing empirical evidence on the relationship between teacher professional competency and students' academic achievement in English language. The results will help educational policymakers, school administrators, and teachers in understanding the significance of teacher competence in enhancing student learning outcomes. Additionally, the study findings may inform teacher training programs and professional development initiatives aimed at improving teacher competencies in English language instruction.
In conclusion, this study seeks to explore the relationship between teacher professional competency and students' academic achievement in English language in senior secondary schools. By examining this relationship, the study aims to provide insights into the importance of teacher competence in fostering students' learning outcomes. The findings have the potential to inform educational practices and policies to enhance English language instruction in senior secondary schools, ultimately benefiting students' academic achievements.
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