CHAPTER TWO

LITERATURE REVIEW

 Theoretical Framework

 Conceptual framework

 Review of Empirical Study

 Summary and Uniqueness of the Study

2.0 Introduction

This chapter focus on the review of relevant literature on the research topic under study.

Therefore, this chapter attempt to review relevant literature under the following

subheadings:

2.1 Theoretical Frame work

2.1.1 Bandura's Social Cognitive Learning Theory

Actually, learning theory is a set of principles systematically and based reasoning is intended

for a conceptual framework and have been tested empirically in providing an explanation and

problem solving in the learning phenomenon. In this case, the learning phenomenon

in question is caused by changes in individual behaviour in its interaction with the

environment in an effort to meet the needs and achieve its objectives, so as to obtain a better

quality of life and effective. Recognizing the importance of learning for individuals, his

study refers to Bandura's social cognitive learning theory. This theory is an expansion of le

flow of behaviourism and is considered relatively new compared to other learning

theories. andura uses the principles of classical conditioning and conditioning role in

understanding the learning by the individuals, In the next part of this research, we will

discuss the basic Principles and the lessons learned from this theory.

2.1.2 Basie Principles of Bandura's Social Cognitive Learning Theory

Bandura's social cognitive theory is an extension of the behaviourism theory that

emphasizes the importance of behavioural factors, environmental, and individual (cognitive)

in the learning process. Hjelle and Ziegler (1992) state that the most important physiological

functions and is believed to be understood in Bandura's learning theory is the emphasis on

continuous reciprocal interaction between these three factors. Behaviour can affect cognitive

and vice versa individual cognitive activities can affect the environment, environmental

influences can alter individual thought processes, and so on. This interaction can be seen in

the Figure I below. Source: Santrock (2012) Bandura's Social Cognitive Theory.

Recognizing the importance of reciprocal relationships that occur between the

behaviour, the individual (cognitive), and the environmental influences in understanding

how individuals learn, Bandura in this case, puts the main emphasis on observational

learning. Bandura considers the individual learning is done not only through their own

experience but also through the process of observation, namely selectively observing and

considering the current behaviour model and. It is important by individuals to acquire the

skills, strategies, and beliefs. Slavin (2008) adds that the principle of this theory reveals

how self- observation of the surroundings can influence behaviour and cognitive within the

individuals.

According to Bandura, observational study involves an impersonation, but is not limited to

it. That is, what is learned is not an exact imitation to what was observed on the model, but

rather a general form that would do people in ways that are more creative. Hence learning

theory proposed by Bandura called social cognitive theory of learning through imitation. In

this regard, there are three underlying assumptions. First, learning by individuals to imitate

what is in their environment, especially the behaviours displayed by models. Second, there

is a close relationship between the individual and his/her environment. Learning occurs

through linkage between the behaviour, the individual (cognitive), and the environment.

Third, the outcome of learning behaviour code form visually and verbally manifested in
 everyday behaviour.

2.1.3 Bandura's Social Cognitive Learning Process

Bandura (1977) revealed that the learning process is an exhausting, inefficient, and

potentially dangerous if rely on the results of the own action/behaviour to deliver what

should be demonstrated. Therefore, the majority of individual behaviour was studied by

observational learning through imitation of modelling. In the future, this information is

symbolized by intent as a guide for action, because the individuals doing the learning of

what models demonstrate. at least in the form of an estimate before doing any behaviour. In

this way, individuals can avoid unnecessary errors. Bandura's social cognitive learning

process observationally by imitation occurs in three components, namely behavioural

models, behaviour of the model influences and internal processes of learning. Individuals

make the learning process to recognize the model behaviour (imitated behaviour), then

consider and decide to emulate and become their behaviour. In this case, the behaviour of

the model is known behaviour in the environment. If the behaviour of the model

corresponds to the individuals' situation (interests. experiences, goals), then the behaviour

of the model will be imitated. Influence modelling for the learning process in this theory

mainly through the informative function of the model itself. Conceptually, Bandura's social

cognitive learning process illustrated schematically in. The Figure shows there are four

interrelated components, namely attentional processes, retention processes, motor

reproduction processes, and motivational processes. (Bandura (1977); Hjelle and Ziegier

(1992) Here is the explanation:

1. Attention Processes ((The first cognitive learning process). At this stage, individuals pay

attention to the behaviour in the environment primarily modelled behaviour or

imitated behaviour.

2. Retention Processes (The second cognitive learning process). At this stage, individuals
 mimicked the displayed models' behaviour. This implies that individuals keep in memory

and symbolize information from displayed behaviour shown by models, so that the

individual will acquire the models' behaviour.

3. Motor Reproduction Processes (The third cognitive learning process). At this stage,

individuals show motoric capabilities in order to reproduce the behaviour appropriately.

Motoric abilities are able to transform the memory-shaped symbols that are coded

into appropriate action.

4. Motivational Processes (The fourth cognitive learning process).This stage determines

the success of the learning process. This implies whether the observed results, remember

(store) information in memory, and translating the motoric skills of behavioural models

into appropriate action are highly dependent on the motivation or existed willingness, and

gain amplifier on the modelled behaviour. There are four types of boosters that can help if

people do not mimic the modelled behaviour, namely (1) giving awards to the model,(2)

giving awards to the individuals, (3) recommend the individuals to make statements that

are self- reinforcing, and (4) show how the modelled behaviour brings reinforced results.

2.1.4 Overview on the Theory

Based on the above explanations, it is necessary for individuals to make observations on

themselves toward surrounding environment that will ultimately affect the individual's

behaviour and cognition. Therefore, the individual initially observe (cognitive processes)

surrounding environment (social) selectively and further remember (cognitive processes)

entrepreneurial behaviour demonstrated by models. Is expected that by doing these

activities, the individuals can create an interest in entrepreneurship. In more detail, the

explanation of the Bandura's social cognitive learning processes by means of observation

through imitation of the model's behaviour in relation to the individual's interest in

entrepreneurship are described as the followings:

Starting with attentional processes (the first cognitive learning process). In this stage,

individuals will be watching with attention on entrepreneurial activities that whatever

model is demonstrated.

After the process of observing and considering, individuals will experience the second

learning process which is called retention processes. Entrepreneurial activities

demonstrated by parents and have been observed and considered by individuals, will be

further stored in the memory with a symbolic form to be remembered, so that individuals

can obtain the parents' behaviour.

Furthermore, the individuals will experience the third learning process called the motor

reproduction processes. In this process, individuals demonstrate their capabilities with

motoric movements precisely mimic the models' behaviour in relation to the

entrepreneurship activities in the business place.

Finally, success in imitation which is shown in real behaviour of individualism is very

dependent on the fourth cognitive learning process called the motivational processes. In

this process, individuals imitate the models' behaviour as their own behaviour, when

individuals are motivated or have the will to carry out entrepreneurship activity.

2.2 Conceptual Framework

2.2.1 Concept of Competency

Ibrahim (2016) sees that competency means "capability." Although we use it to mean

someone has a sufficient qualification, it comes from the word compete, meaning that

someone with competency is good enough to compete with other candidates. If you pass

the medical board exams, then you have medical competency. Most jobs require that you

show competency, either through certification, or on-the-job performance. If you keep

faking injuries to get out of saving people, someone will eventually question your

competency as a lifeguard.
Competency is the combination of observable and measurable knowledge, skills, abilities

and personal attributes that contribute to enhanced employee performance and ultimately
8
result in organizational success. To understand competencies, it is important to define the

various components of competencies (Bredderman, 2012). Knowledge is the cognizance of

facts, truths and principles gained from formal training and/or experience. Application and

sharing of one's knowledge base is critical to individual and organizational success. A skill

is a developed proficiency or dexterity in mental operations or physical processes that is

often acquired through specialized training; the execution of these skills results in

successful performance. Ability is the power or aptitude to perform physical or mental

activities that are often affiliated with a particular profession or trade such as computer

programming, plumbing, calculus, and so forth (Ankoyu, and Ugonwa, 2012). Although

organizations may be adept at measuring results, skills and knowledge regarding one's

performance, they are often remiss in recognizing employees' abilities or aptitudes,

especially those outside of the traditional job design. Individual attributes are properties,

qualities or characteristics of individuals that reflect one's unique personal makeup.

Individual attributes are viewed as genetically developed or acquired from one's

accumulated life experiences. Although personal characteristics are the most subjective of

the components, a growing, significant body of research links specific personality traits to

successful individual and organizational performance. Individually recognizing and

rewarding any of these sources of expertise provides a strong basis for individual

performance engagement. However, it is their combination that results in the unleashing of

resources that are all too frequently untapped. Adesojo, and Olatunbosun (2010) described

that when utilizing competencies, it is important to keep the following in mind:

Competencies do not establish baseline performance levels; rather they are used to raise the

bar on employee performance. They provide employees with road maps to increase their
capabilities incrementally. Competencies focus on an organization's culture and values.

Consequently, National Union of Teachers (NUT) has selected a unique set or combination

of competencies that support and facilitate its mission. Competencies reflect the

organization's strategy; that is, they are aligned to short- and long- term missions and goals.

Competencies focus on how results are achieved rather than merely the end result. In this

manner they bridge the gap between performance management and employee development

and are an integral component of personal development plans.

Competencies close skill gaps within the organization. Competency data ean be used for

employee development, compensation, promotion, training and new hire selection

decisions.

2.2.2 Teachers Professional Competences

Festus (2007) noted that teacher's professional and academic competencies are seen in their

ability to make use of the learning opportunities available in the environment. This means

their willingness to take active part to analyse changes in the environment with other

members of the work community to see these changes in relation to teachers and the school

possibilities to determine which changes and outcomes that are of the greatest relevant to

the socio-economies and political development of the community's need.

Teachers competence will be enhance as they have close contaet and diverse interaction

with its environment as well as being able to anticipate and influence factors which will

bear upon teaching in the future. So this calls for teachers having mastered their various

subjects to also have command over a wide repertoire of different teaching methods and

strategies (pedagogy) as well as understanding of the learning process of students.

(Shulman, 2017) in introduction of pedagogical content knowledge stressed the

combination of content knowledge and pedagogic skills that are necessary for the

organization of classroom situations and activities of learners. He defined pedagogical

content knowledge as "the particular form of content knowledge that embodies the

aspects of content most germane to its teach-ability" it means that both teacher expertise

and teacher knowledge of the subject matter differ from ordinary scholarly knowledge and

pedagogy. In other words, teachers should be able to fuse the knowledge of the subject

matter and pedagogical knowledge into pedagogical content knowledge in their classroom

activities.

This will also include an understanding of what make the learning of a specific concept

difficult and the instructional strategies that could help in presenting different aspects of the

instructional process. 'Knowledge of what motivate students' attitude toward different

subjects is also embedded in the pedagogical content knowledge (. The fact remains that

teacher who knows their work and its meaning are the foremost goal of teacher education.

Being a teacher means one's ability to encounter change and influence change. Therefore

changes in pupils, their living environment and society as a whole require sensitivity and

willingness to anticipate future development. One of the challenges of teachers is still the

ability to analyze change in the environment with other members of the work community

to see these changes in relation to the teachers and the school possibilities to determine

which changes and outcomes are of the greatest relevance to the development of teaching.

Teacher education needs close contact and diverse interaction with its environment in order

to be able to anticipate and influence factors which will bear upon teaching in the future.

This is so because being a teacher in future will mean ones willingness to take active part

in influencing social development.

2.2.3 The Need for Teaching Profession in Nigeria

Teaching profession is a policies and procedures designed to equip prospective teachers

with the knowledge, attitude, behaviours and skills they require to perform their tasks

effectively in the classroom, school, the church/mosque and the local and wider society.
Although, ideally it should be conceived of and organized as a seamless continuum, teacher

education is often divided into three stages:

1. Initial teacher training (teacher candidates)

2. Induction (the process of providing training and support during the first few year of

teaching or the first year in a particular school).Teacher development or continuing

professional development (CPD) (an intensive process for practicing teachers).

2.2.4 Professional Competency of Chemistry Teachers

The chemistry teacher is an essential factor for students' learning in the chemistry

classroom. Hence, it is important to identify characteristics of chemistry teachers (i.e.,

knowledge, attitudes, and beliefs) that are crucial for effective teaching and student

outcome. As teaching a particular subject matter is one of the core tasks of a chemistry

teacher, content-related professional knowledge is of great importance when thinking about

effective teaching. Likewise the relevance of content-related professional knowledge is

stressed in standards for science teacher education in many countries. Adelson (2014)

noted that in accordance with current models on the structure of teachers' content-related

professional knowledge and our own empirical findings, we assume three domains of

content-related professional knowledge:

1) Content Knowledge (CK),

2) Pedagogical Content Knowledge (PCK), and

3) Curricular Knowledge (CuK).

Content knowledge covers factual knowledge, that is, the knowledge of the relevant

concepts, the principles, and the structure of the subject, in this case chemistry. PCK is the

knowledge needed to make subject matter comprehensible to students. Finally, CuK is

conceptualized here as the knowledge related to the Nigeria national educational standards

for the intermediate school leaving certificate in chemistry. Research to date mostly from
mathematics education supports the relevance of PCK for students' performance; findings

concerning CK or CuK are mixed or even lacking.

Chemistry teacher is pointing out some of the negative aspects, allows defining actions to

change the general picture. There is good agreement (Baird et al,2009) that teachers who

are seldom asked to reflect upon their own teaching could be no more than mere repetitions

of book material. Since teachers have a major role in any education reform they should be

solicited to understand new proposals and to participate in their formulation, to analyse

their performance and modify their behaviour, their personal conceptions on how to teach

and what to teach. Most teachers, influenced by how they were taught tend to replicate the

model.

2.2.5 Concept of Academic Performance

Academic performance in science (Chemistry) is viewed in different ways by different

authors; depending on the context in which it is viewed. Generally, achievements means

accomplishment or exhibition of proficiency in a given skill or body of knowledge. Amuset

(2014) viewed academic achievement as the knowledge obtained orskill developed in the

school subject usually designated by test score or by means assigned by the teacher.

However, Okebukola and Jegede (2016) subdivided achievement into three categories.

These are:

a. High achievers (top 75%)

b. Medium achievers (middle 55%)

c. Low achievers (bottom 25%)

Academic performance, according to Musa (2000) refers to the quality of results produced

by students as reflected in the quality of their examination scores. If more continuous

assessment is given, it means more motivation on the part of the students and it is hoped

that the achievement will increase. Continuous Assessment is often used to motivate
 students to learn. According to Beard and Seniour (2015) motivation is understood by the

teacher as "the urge to work independently either applying oneself to his work, interest in

one’s task or course he has chosen, the desire for a good qualification and good

employment, determination to pass examination or a defined goal which one has set for

himself and sustenance of enthusiasm".

2.2.6 The influence of Teacher's Competence on Students Academic Performance in

Chemistry Akintola (2002) view that the vast majority of teachers are trustworthy and are

governed by a moral compass. They operate in a professional manner and set very high

standards for their students and for themselves. They would never breach the sacred trust of

students, parents, school administrators, or the society at large. However, a seemingly

small but growing minority of teachers of both sexes have shaken the foundations of the

teaching profession by engaging in negative or improper relationships with students. They

generally pay a high professional and, at times legal price if they are caught.

According to Opuh, Eze and Ezeagu (2008) recognizes the critical need to revitalize

classroom assessment, some standards focus on classroom-based competencies.

Because of teachers' growing roles in education and policy decisions beyond the classroom.

other standards address assessment competencies underlying teacher participation in

decisions related to assessment at the school, district, state, and national levels.

However, the scope of a teacher's professional role and responsibilities for student

assessment in chemistry may be described in terms of the following activities. These

activities imply that teachers need competence in student assessment and sufficient time and

resources to complete them in a professional manner. Therefore, there are seven standards

as highlighted by Opuh, Eze and Ezeagu (2008) which could be summarize under the

following:
 a. Activities Occurring Prior to Instruction

i. Understanding students' cultural backgrounds, interests, skills, and abilities as

they apply across a range of learning domains and/or subject areas.

ii. Understanding students' motivations and their interests in specific class content

iii. Clarifying and articulating the performance outcomes expected of pupils; and

iv. Planning instruction for individuals or groups of students.

b. Activities Occurring During Instruction

a. Monitoring pupil progress toward instructional goals.

b. Identifying gains and difficulties pupils are experiencing in learning and

performing.

c. Adjusting instruction.

d. Giving contingent, specific, and credible praise and feedback. e, Motivating

students to learn.

f. Judging the extent of pupil attainment of instructional outcomes.

C. Activities Occurring after the Appropriate improvising Instructional Segment (E.g.

Lesson, Class, Term, Grade)

a) Describing the extent to which each student has attained both short-and long-

term instructional goals.

b) Communicating strengths and weaknesses based on assessment results to

students, and parents or guardians.

c) Recording and reporting assessment results for school-level analysis, evaluation,

and decision-making.

d) Analysing assessment information gathered before and during instruction to

understand each student's progress to date and to inform future instructional planning.

e) Evaluating the effectiveness of instruction and

 f) Evaluating the effectiveness of the curriculum and materials in use.

d. Activities Associated with a Teacher's Involvement in School Building and School

District Decision-Making

(a) Serving on a school or district committee examining the school's and

(b) Working on the development or selection of assessment methods for

school building or school district use;

(c) Evaluating school district curriculum; and

(d) Other related activities.

e. Activities Associated with a Teacher's Involvement in a Wider Community of

Educators

(a) Serving on a state committee asked to develop learning goals and

associated assessment methods.

(b)Participating in reviews of the appropriateness of district, state, or national

student goals and associated assessment methods; and

(c) Interpreting the results of state and national student assessment programs.

Each standard that follows is an expectation for assessment knowledge or skill that a

teacher should possess in order to perform well in the five areas just described. As a set, the

standards call on teachers to demonstrate skill at selecting, developing, applying, using,

communicating, and evaluating student assessment information and student assessment

practices. A brief rationale and illustrative behaviours follow each standard. The standards

represent a conceptual framework or scaffolding from which specific skills can be derived.

Work to make these standards operational will be needed even after they have been

published. It is also expected that experience in the application of these standards should

lead to their improvement and further development.

2.3 Standards for Teacher Competence in Education

Teachers should be skilled in choosing assessment methods appropriate for instructional

decisions. Skills in choosing appropriate, useful, administratively convenient, technically

adequate, and fair assessment methods are prerequisite to good use of information to

support instructional decisions. Teachers need to be well-acquainted with the kinds of

information provided by a broad range of assessment alternatives and their strengths and

weaknesses. In particular, they should be familiar with criteria for evaluating and selecting

assessment methods in light of instructional plans.

Teachers who meet this standard will have the conceptual and application skills that follow.

i) They will be able to use the concepts of assessment error and validity when

developing or selecting their approaches to classroom assessment of students.

ii) ii) They will understand how valid assessment data can support instructional

activities such as providing appropriate feedback to students, diagnosing

group and individual learning needs, planning for individualized educational

programs, motivating students, and evaluating instructional procedures.

iii) iii) They will understand how invalid information can affect instructional

decisions about students.

iv) iv) They will also be able to use and evaluate assessment options available to

them, considering among other things, the cultural, social, economic, and

language backgrounds of students.

v) v) They will be aware that different assessment approaches can be incompatible

with certain instructional goals and may impact quite differently on their

teaching.

vi) Teachers will know, for each assessment approach they use, its appropriateness

for making decisions about their pupils. Moreover, teachers will know of where
 to find information about and/or reviews of various assessment methods.

Assessment options are diverse and include text- and curriculum-embedded

questions and tests, standardized criterion-referenced and norm-referenced

tests, oral questioning, spontaneous and structured performance assessments,

portfolios, exhibitions, demonstrations, rating scales, writing samples, paper-

and-pencil tests, seatwork and homework, peer- and self-assessments, student

records, observations, questionnaires, interviews, projects, products, and others'

opinions.

vii) 2.4 Tips for Teaching Chemistry in Senior Secondary School by the Use of

Material Resources

There are many teaching materials available and from various sources equally. It is

therefore, very important that teachers bear in mind that every teaching materials has its

definite unique strength in teaching. It is necessary to note that through effective

communication better teaching and faster leaning ean only be facilitated or guaranteed by

careful selection and skilful utilization of appropriate teaching resources by users.

However, Adeyemi (2008) view that; availability of the teaching resources, teachers

experience, terms of preference and the volume of instructions should constitute the

intrinsic consideration in their selection decision. Despite of that fact, the following

principles should guide teachers in selection of teaching resources:

1) Instructional task:-the behavioural objective contents learning activities, evaluation

instructional task should be into cognition by teachers in selection of instructional

materials.

2) Target Audience Attributes:-these consist of the learners features and their level of

understanding their development stages such as age, sex, physical skills, attitude towards

self and others the learners experience socio-economic background be considered.

3) The Economy:-the available resources financial factor technological advancement

economic climate of the society where the materials should be operate the socio-cultural

level of the materials users degree urbanization feasibility and acceptability of the selected

instructional materials are equally considered in the selection decision.

i. Dynamic Variables:-these consideration constitute the concentration and size of the

target audience, the desired level of learners response and participation the classroom

social climate, sitting, viewing and listening arrangement, available time, space, teacher

competence among others are to be seriously consideration in the selection decision.

ii. The Environmental Factors:-these consists the educational community and the available

educational infrastructure such as people facilities, equipped, library, workshop,

laboratories. Emma and Adeyi (2004) identified five criteria for the selection of teaching

resources as follows: behavioural objectives, the structure of subject matter, learning style

practically, availability and teacher's capability.

2.2 Challenges Facing Teaching Competence in Nigeria

In spite of the various recommendations and reforms that targeted repositioning teacher

education in the country for optimal performance. While some of these emerged with the

changing socio-economic and political condition of the time, others evolved as a result of

government neglect of the education sector especially as it concerns keeping pace

with emerging realities, such as, servicing Nigeria's growing population, education demand

and needs with matching supply of education services and facilities. Some of these

challenges are specifically examined as follows;

2.3.2 Poor Policy Implementation

Poor policy implementation is a challenge to quality delivery of teachers' education. The

poor quality delivery is responsible for the abysmal low performance of teachers' graduates

from the institutions of higher learning in Nigeria. Anyakoha (2014) argued that our
 policies are written by knowledgeable writers who have foresight and believe strongly in

what they write for the future but the problem comes when it comes to translating theory

into practice by implementers. However, several factors could be adduced as inhibitors to

smooth implementation of educational policies and thereby resulting to poor quality

delivery. Such as government underfunding of education and injudicious utilization of

available funds by implementation agencies: vice chancellors, rectors, provosts, deans of

faculties, heads of department etc. when funds meant to deliver quality education is

misappropriated or embezzled, the education which learners receive becomes worthless.

2.3.3 Poor Conditions of Services

In Nigeria, teachers' conditions of service do not hold enough incentives to attract and

retain the best brains in Nigerian schools (Osokoya, 2012). As a result of the weakening

attraction to the teaching profession, and by extension the resultant dwindling enrolment in

the teacher education programs, those who remain in the profession maintain relatively

low social status with accompanying psychological problems. Consequently, within the

remaining pool, some teachers either seek opportunities in other sectors (within the

economy) with better service incentives or even migrate to other countries where teachers'

conditions of service are much better,in search of greener pastures.

2.3.4 Quality Assurance and Internal Efficiency Issues

The academic and emotional qualities of intending candidates for teacher education are

critical for quality assurance and internal efficiency in teaching professions. In Nigerian

tertiary schools, a trend has been evolving to the effect that candidates who apply to higher

institutions for teacher education are those who have either been denied admission in their

choice areas of study, or are basically unqualified for admission into such popular

professional courses as medicine, law, engineering, architecture etc. The usual shortage of

applicants seeking admission into programs that would prepare them as teachers in
universities and colleges is a pointer to why admission and placement in education programs

is not as rigorous as it is in other programs earlier named. This is mostly opposed to the

international standards for teacher selection. For example, the International Labor

Organization (ILO) recommends that teachers should be selected on the basis of moral.

intellectual and physical qualities (Mary, 2010).

2.3.5 Insufficient Knowledge and Use of Information Communication

Another major challenge to teacher education in Nigeria is that of insufficient knowledge

and use of ICT in a globalized world. The knowledge, and use, of computer technology as

well as the internet is a necessity for all teachers to guarantee the relevance of the system

and its products in the 21st century. Many schools in Nigeria still operate the traditional

education system with little or no adaptation to ICT. To benefit from the ubiquity of

information and to facilitate communication among professional networks, school teachers

need, not only be rained and re-trained in ICTs, but facilities must be provided by

government to enable acher and their students access to these remain uninterrupted, more

so that the world is gradually becoming a global village. For our future teachers to be able

to operate effectively and efficiently, they must imbibe the new technologies and

methodologies of the modern times(Osokoya,2012).

2.3.6 Non-Professionalization of Teaching

Many teachers in Nigeria have not measured up to the minimum international standard. This

is because a large number of untrained and half-baked personnel are still retained in the

system, leading to a scenario in which career in teaching is not yet professionalized. Many

unqualified teachers are still in the employment of some States Teaching Service Boards,

while most higher education lecturers are yet to undergo training in education. Until

government makes this training mandatory and pursues the policy vigorously, teaching will

continue to be open to anyone and this situation holds the potentials of further eroding
professionalism in teaching profession (Osokoya, 2012). Certainly, this has other wider

socio-political and economic implications given the fact that education remains a very

essential component that produces a healthy and prosperous nation.

2.4 Review of Empirical Studies

Abubakar in (2010), also observed, it is important to fully equipment chemistry

laboratories that students can easily learn with their eyes, ears, and hands. Also, Cessac

(2011) carried out a research work of secondary school science, teaching in Tropical

Africa. The report

Outlined the following short coming.

1. Shortage of fund to finance science activities

2. Inadequate auxiliary facilities and basic services

3. Poorly equipped laboratories

He also noticed that laboratory practice as professional practices on its own is not enough

attention to facilitate the exploration of knowledge and to meet our local demands; these

can only be subjects that have been declined in both secondary and higher institutions.

Also, Azibuike (2014) stated that, the laboratory is necessary for the influence. It has on

students both in the aspect of theory and practical.

Cessac (2010) suggested measures to be taken in order to ensure discipline in the

laboratories for effective inspection of the students. According to him, students can only

get access to laboratory rooms, when they are permitted to do so by the officer in-charge

and the store should always have two forms of apparatus in their laboratories. The first are

to be used for demonstration to illustrate lessons and to be handled only by the teacher, and

must be displayed in such a way that all the students see it from any angle in the room. The

second apparatus should be per practical work. This should be under the good care of the

teacher to prevent mishandling by the students.

According to UNESCO, science is imagined as a subject in the curriculum of schools in all

part of the world. These imaginations result from the variety of the materials and adequate

equipment necessary for effective teaching. Lack of adequate and appropriate teaching

equipment’s made science teaching and learning to be very dull and uninteresting, field of

knowledge.

Research has concussively showed that all people do not learn things at equal rate very

well from the same method of instruction. Therefore a student who is not capable of

making by reading can be given suitable materials and equipment’s, so as to manipulate

things in the laboratory.

Particularly, in chemistry paper l (Practical) WAEC Chief Examiner's reports (2012) again

showed that chemistry student’s poor performance in this aspect over the years arises from

9students poor knowledge of fundamental principles and procedures especially in

qualitative analysis and lack of exposure to laboratory technique. It is indicated that the

poor performance of the candidate was due to among others inability to adhere strictly to

instruction. Manipulation of titer values to agree with that of supervisor, presentation of

wrong tests, on solid instead of aqueous solutions, wrong observation and inferences

inability to link theoretical knowledge with actual practical work, poor circulation.

WAEC Chief Examiners reports (2012) also showed that chemistry students' poor

performance in chemistry paper 2 (theory) over the years arises from students having

difficulties in tackling question which required explanation, making logical deductions,

calculation, plotting of graph, energy profile diagrams, distinguishing between nuclear and

ordinary chemical reactions, chemical symbols and formulae. They lost marks among other

reasons: Inability to write balanced equation with the state symbols, non-adherence to

rubrics poor knowledge of basic chemical principles, poor communication skills, wrong

spelling. Okekulbola (2015) identified some topics in 'O' level chemistry, which teachers
perceived as difficult to teach and this difficulty correlated significantly with their

professional qualification and years of teaching experience. The implication of this is that

they could not teach well because of lack of confidence, experience and qualification.

Doma (2011) revealed that teachers do not plan in their day to day teaching and learning

processes, action of teaching methods and resources but where efficient in presentation,

classroom management and students involvement.

Ali (2012) investigated the issue of teacher quality in terms of their qualification

commitment to teaching and the nature and scope of support given to chemistry teachers to

enable them offer high quality chemistry teaching at the classroom level his study

revealed that chemistry is a dynamic subject and so teachers need to be continually retained

so as to keep abreast of new development in chemistry, where this does not happen many

chemistry teachers will be teaching concepts that are absolute or wrong to students.

According to Zanna (2012) teacher or chemistry are expected to make chemistry were

interesting enjoyable, easy and meaningful to students, teachers need to improve their

teaching methods and employ appropriate teaching strategies as the teaching-learning

situation may demand. He further showed that, project method improved achievement than

lecture method. Effiong and Enukoha (2013) found that both inquiry based and refined

traditional approved could be employed as viable alternatives in science teaching.

Amaefule (2011) stressed that, basic laboratory facilities in Nigerian schools are

backing. He believes that in an ideal situation, different science subjects such as chemistry

should leave separation laboratories in reality. However, the condition is not encouraging.

In some schools where chemistry is taught, not even a single laboratory or workshop is

available. Students that learn under in condition are exposed to only the theory of

chemistry rather than scientific skills.

Ezeano (2012) while expressing her views on chemistry teaching facilities argues that
“the teaching of chemistry subjects requires the use of specialized laboratories, workshop,

machines, tools and equipment. She further reported that noticeable performance in

chemistry in external examination is caused by lack of laboratory materials which normally

results to inadequately practical work before the examination. Eze (2011) seem to support

the above laim when he reported that physical facilities like classroom laboratories are

normally nadequate, unmaintained and lacked requisite apparatus and equipment’s. Sola

and Ojo (2016) noted that science teachers have always recognized the importance of

practical work as a means of introducing learners to the scientific process of experiment.

2.4 Summary and Uniqueness of the Study

This chapter focus on the review of literature related to the research topic which comprises

conceptual framework competency, teacher's professional competences, the need for

teaching profession in Nigeria, professional competency of chemistry teachers, academic

performance, the influence of teacher's competence on students’ academic performance in

chemistry. Also, this chapter discussed about theoretical frame work which adopted into

Bandura's social cognitive learning theory, basic principles of Bandura's social cognitive

learning theory, Bandura's social cognitive learning process and overview on the theory.

Review of empirical studies on the work of different scholars, researchers was also

reviewed. Therefore, this research is unique in terms its size, structure, and the and

presentation, because there are many research conducting about teacher competencies in

different field of study which relevant to our study. But our study major concern on the

influence of teacher competencies on students’ academic performance in chemistry.

 CHAPTER THREE

METHODOLOGY

3.1 INTRODUCTION

This chapter presents the procedure or methods in carrying out the study. It focus on the

study, sample size sampling techniques, data collection procedures, research instrument,

validity of the research instrument, reliability of the research instrument and method of data

analysis.

3.2 RESEARCH DESIGN

This study adopted descriptive research design which requires obtaining information from the

respondent i.e senior secondary school teachers to meet those objectives, the descriptive

method that employs surely techniques was applied. The design was used since it enable the

researchers to collect data across the sampled population using the same instruments at the

same time.

Descriptive technique gives a viral descriptive account if the factors identified and how to

contribute to achievement in Chemistry. According to Creswell (2023) descriptive research

design is a study that describes the characteristics of a population or phenomenon being

studies. It involves collecting data through surveys, intervene or observation.

3.3 POPULATION AND SAMPLE

Population refers to all individuals, items or objects from which you want to draw a

conclusion in a specific study. (2014) define target population as the vest group of people,

animals, instructions or sample things that hare one more characteristics in common upon

which the study is confined.

The target population of this study comprises of all chemistry teachers in Kano municipal

local government area of Kano state. According to the kano state senior secondary school

management board (KSSSMB) it has a total number of thirty two (32) senior secondary

school with a population of thirty four (34) teachers who are offering chemistry subject as the

time of conducting this study and cumulative average age is 18.

The number of schools, gender and location as shown the table below as stated by KSSSMB

3.3.1.1 SUMMARY OF THE POPULATION BY KSSSMB

S/N SCHOOL GENDER LOCATION

1. GASS Abubakar Sadik M Kwalwa Qtrs
2. Engineer Bashir Karaye GSS M NNDC Qtrs
3. GSS Kwalli M Mubi Qtrs.
4. GGSS Hassana Sufi F Emir’s Palace K/Nassarawa
5. GGASS koki F Koki Qtrs
6. GGASS Zoo Road F Kundila Gandu Qtrs
7. GSS Jakara M Jakara Qtrs
8. GSS Sharada F Sharada
9. HIS Shahuci D/iya Qtrs
10. GGSS Umma Zaria F Koki Qtrs IBB way
11. GSS Maryam Musa F Kurmawa Qtrs
12. GSS Rimi City F Rimi Market
13. GGSS Aisha Ababule F Sharada Qtrs
14. ABC QS M Emirs Palce Road
15. GSS Sabuwar Kofa M Sabuwar Kofa
16. Hasiya Bayero GGASS F D/iya Qtrs
17. SAS Kano M Emirs Place Road
18. GSS K/Nassarwa M Kofar Mata
19. GGSS Tastival F K/Wambai
20. GGSS Maryam Shekarau F Kurmawa Qtrs
21. Rumfa College M BUK Road
 22. GGSS K/Kudu F Emirs palace
23. GGASS Yakasai S/Unguwa F Yakasai Qtrs
24. GGSS Gidan Makama F Emir palace
25. GSS Koki F Koki Qtrs
26. GGSS Makama F Emair palace
27. GGSS Sharada F Sharada
28. GGSS Shekara F Kurmawa
29. GGSS Marmara F Marmara Qtrs
30. Hafsat Delu GGSS F Zango Qtrs
31. Maryam Aloma GGSS F Kurmawa Qtrs
32. GGSS Gandun Albasa F G/ Albasa

3.4 SAMPLE AND SAMPLING TECHNIQUE

Sample is a smaller group obtained from the accessible population from which data it

collected, while sampling is a process of selecting a number of individuals for a study in such

a way that the individuals selected represent the large from which they are selected (William

2018). The population of the study comprises a total number of (34) Chemistry teachers from

(32) schools in Kano municipal local government area of Kano state out of which (2)

Chemistry teachers were selected from each school using purpose random sampling

technique in the area of studies. The sample size of the population give (29,457) student. Five

schools were selected, equally those schools have total population of (8,287) students.

The sample size of (332) was selected based on research Adinsor (2006) table of determining

sample size.
3.4.1 SUMMARY OF THE SAMPLE SIZE BY SCHOOLS

S/N SCHOOL TOTAL NO. OF STUDENTS SAMPLE

1. GGSS Hassana Sufi 1109 45
2. GGSS G/Makama 378 25
3. GGSS H/ Delu 205 10
4. GGSS G/Albasa 2306 92
5. Rumfa College 4285 160
TOTAL 8,283 332

3.5 RESEARCH INSTRUMENT

The main instrument for data collection in this research in questionnaire which is the most

commonly and easily used instrument of data collection in survey research design. The

instrument is appropriate for this study because it enable. The respondents to understand and

respond to the hem immediately.

The instrument was also found appropriate as it enable the researchers gather a large amount

of date from many subject economically (Orodho 2004). The questionnaire was based on for

point modified liker Scale as: strongly agree (SA) agree (A) Strongly disagree (SD) and

Disagree (D).

3.6 VALIDITY OF THE RESEARCH INSTRUMENT

Validity is defined as the esclent to which an instrument measures what it is supposed to

measure. Golafshani (2013) opined that validity determines whether the research timely

measures that which it was intended to measure and how truthful the research result are. In

this study. Face and content validity was used as it is the most suitable method for

verification of the questionnaire.

3.6.2 RELIABILITY OF THE INSTRUMENT

Reliability refers to the degree of consistency of the date gathering in measuring that what is

supposed to measure. It is mandatory the assessors and researcher should estimate the

quantity to add validity and accuracy to the interpretation of their data (Tranvakol and

Dennick 2014). The instrument of this study is more reliable the reason for the reliability is

that:

a. Result data: the actual results are collected from Kano state senior secondary school

management board (KSSSMB) and are collected officially.

b. Questionnaire: the questionnaire would be checked and approved by the professional

both from Chemistry and education field, before is to be distributed by the researcher

to the professionals.

3.7 DATA COLLECTION PROCEDURE

The researchers collected a letter of introduction from the faculty of education. Yusuf

Maitama Sule University, Kano to the Kano state secondary schools management board

(KSSSMB) to get permission from school authorities to carry out this research. As for the

questionnaire, it was adopted by the researchers and contained question which were used to

find an absolute influence of chemistry teacher’s competence on students’ academic

achievement among senior secondary schools in municipal local government area of Kano

state. The questionnaire would be distributed among the determined sample of this study. The

total number of 332 questionnaires will be distributed to both male and female of the selected

secondary schools in Municipal Local Government area in order to collect data from the

respondents.
3.8 DATA ANALYSIS PROCEDURES

The data will be analysed using frequency count and simple percentage. As the frequency

count is the display of data specifies the percentage of the observation exist for each data

point or grouping of data points. It is a particularly useful method of expressing the relative

frequency and survey responses and other data. Many times percentage frequency and surely

responses and other data. Many times percentage frequency count is display as tables or as

bar chart table. It is very important to use this method because it facilities easy understanding

of the study. Simple percentage is a method to present raw streams of data as a percentage (a

part in 100%) for better understanding of collected data.