Survey on Effect of Biology Teacher's Variables (Factors) on Academic Performance of Senior Secondary Schools Students in Sokoto Metropolis, Nigeria

Abstract

This research is aimed at finding the effect of biology teacher's variables on the academic performance of senior secondary school students in Sokoto metropolis, Nigeria. Five (5) schools were randomly selected as the sample of the study, including 5 Biology teachers and 200 Biology students, to make the sample of 190 respondents. Using a random sampling technique, two structural questionnaires were used as the instruments for data collection. Frequency count and percentage were the methods used in data analysis. Among the findings drawn in this study are: it was observed that the effects of teachers' qualities with respect to their qualification are high, which modify students' academic performance; most teachers in Sokoto state presently are experienced in their teaching, and this modifies students' academic performance; it was observed that the effect of teachers' qualities with respect to subject-matter knowledge is high. This shows that they have good knowledge of the subject matter. It is recommended that there should be a provision of adequate biology teachers, laboratory equipment, and regular teacher training, seminar, and workshops on the use of instructional materials.

Full text

Available online at: https://journals.researchsynergypress.com/index.php/ijtaese
International Journal of Theory and Application in Elementary and Secondary School Education
(IJTAESE)
ISSN 2684-7167 (online)
Volume 4 Number 2 (2022): 37-50
Corresponding author
Yusuf Sarkingobir, superoxidedismutase594@gmail.com
DOI: https://doi.org/10.31098/ijtaese.v4i2.1052 Research Synergy Foundation
Survey on Effect of Biology Teacher's Variables (Factors) on Academic
Performance of Senior Secondary Schools Students in Sokoto Metropolis,
Nigeria
Yusuf Sarkingobir1, Nafisa Abdulrahman Ashafa1, Maida Saidu Nahantsi1, Abubakar
Muazu2, Sa’adu Abubakar3, Sagir Shehu Aliyu4
1 Department of Biology Shehu Shagari College of Education Sokoto, Nigeria/ Crown University
International Chartered Incorporated
2 Government Girls Day Secondary School Gwadabawa, Sokoto, Nigeria
3 Community Girls Seconadry School Gwadabawa, Sokoto, Nigeria
4Government Secondary School Gigane, Sokoto, Nigeria
Abstract
This research is aimed at finding the effect of biology teacher's variables on the academic performance of
senior secondary school students in Sokoto metropolis, Nigeria. Five (5) schools were randomly selected
as the sample of the study, including 5 Biology teachers and 200 Biology students, to make the sample of
190 respondents. Using a random sampling technique, two structural questionnaires were used as the
instruments for data collection. Frequency count and percentage were the methods used in data analysis.
Among the findings drawn in this study are: it was observed that the effects of teachers' qualities with
respect to their qualification are high, which modify students' academic performance; most teachers in
Sokoto state presently are experienced in their teaching, and this modifies students' academic
performance; it was observed that the effect of teachers' qualities with respect to subject-matter
knowledge is high. This shows that they have good knowledge of the subject matter. It is recommended
that there should be a provision of adequate biology teachers, laboratory equipment, and regular teacher
training, seminar, and workshops on the use of instructional materials.
Keywords: Biology teachers; experience; qualifications; subject matter; academic performance
This is an op en acce ss arti cle und er the CC–B Y-NC li cense.
INTRODUCTION
Science is a systematic process of making an inquiry about living and nonliving things in our
environment. It is out there for the development of any country; in fact, the development of any country
is rated based on its progress in its science and technological education (Ashafa, 2015). Science and
technology are now integral parcels of world culture, such that any country which chooses to remain
backward should consider neglecting science education. Therewith, economic progress is also achieved
through science and technological advancements (Ahmed and Abimbola, 2011; Thomas and Collier,
2014; Vickova et al., 2019). Science is a great tool on which nations depend so as to advance in all spheres
of life, more especially in attaining technological innovations to achieve development. It provides humans
with the appropriate knowledge of the environment and social solutions to present global issues. That is
why students are increasingly encouraged to study science-related fields from secondary to advanced
levels of education (Ashafa, 2015). More specifically, the relevance of science in many fields, such as

International Journal of Theory and Application in Elementary and Secondary School Education (IJTAESE), Vol. 4 (2), 37-50
Survey on Effect of Biology Teacher's Variables (Factors) on Academic Performance of Senior Secondary Schools
Students in Sokoto Metropolis, Nigeria
Yusuf Sarkingobir, Nafisa Abdulrahman Ashafa, Maida Saidu Nahantsi, Abubakar Muazu, Sa’adu Abubakar, Sagir Shehu Aliyu
ISSN 2684-7167 (online)
38
│
medicine, industries, construction, communication, engineering, transportation, technology, etc., is
indisputable (Katto, 2004; Ashafa, 2015).
Biology is one of the major science courses needed by secondary school students to model them
with appropriate knowledge to be able to study several courses at an advanced level of education.
Biology is a branch of science that envisages the study of living things and nonliving things (Koroka,
2004). It discusses pertaining plants and animals, their structures, functions, growth, and relationships
with the environment (Katto, 2004; Andrew, 2009; Ashafa, 2015). Biology is a basic science subject
taught at most of the secondary schools in Sokoto state, Nigeria, because it is a pre-requisite to study
medicine, pharmacy, nursing, science education, and other related science courses at Universities,
polytechnics, colleges, and other advanced schools (Ashafa, 2015).
However, despite the popularity of biology subject in science and in the state among schools and
students, several reports and studies are still depicting indices of poor performance in the subject
(Ashafa, 2015). Albeit, many studies have successfully narrated several suggestions responsible for poor
biology performance, one of the reasons submitted was the teacher quality or variables (Ashafa, 2015;
Balarabe et al., 2019). Therefore, this study aimed to find the effect of biology teacher variables (teachers'
qualifications, teachers' experience, teachers' knowledge, and teachers' pedagogical knowledge) on the
academic performance of senior secondary school students in Sokoto metropolis, Nigeria.
Research questions
1. What is the effect of teachers' qualifications on the academic performance of biology students in the
Sokoto metropolis?
2. What is the effect of teachers teaching experience on the academic performance of biology students
in the Sokoto metropolis?
3. What is the effect of a teacher's knowledge of subject matter and concepts on the academic
performance of biology students in the Sokoto metropolis?
4. What is the effect of teacher’s pedagogical knowledge on the academic performance of biology
students in the Sokoto metropolis
LITERATURE REVIEW
Biology as a science subject is formed to teach individuals so that they can obtain basic
awareness about the essentials of living and non-living things and the community. However, the
achievement of students and attitudes toward biology has been a great concern for researchers because
learning outcomes over the years have not been satisfactory (Timothy, 2021). Teachers' variables are
factors or characteristics of teachers who can make or mar the teaching carried out by the teachers (Boh,
2021). Nunez et al. (2014), in a study, "Student, teacher, and school context variables predicting
academic achievement in Biology: Analysis from the multilevel perspective," found that at the class level,
academic achievement was only linked with teacher’s strategies to teaching, through students
approaches to learning. This has significantly revealed how teachers’ variables are important in
positively influencing the learning achievements of students. Ayeni (n.d.) observed teachers'
competence as a prediction of students' achievement in Biology in southwest Nigeria, and the results
indicate that teachers' competence predicts the achievement of students in biology.
The literature review represents the theoretical core of an article. The purpose of a literature
review is to "look again" at what other researchers have done regarding a specific topic. A literature
review is a means to an end, namely to provide background to and serve as motivation for the objectives

International Journal of Theory and Application in Elementary and Secondary School Education (IJTAESE), Vol. 4 (2), 37-50
Survey on Effect of Biology Teacher's Variables (Factors) on Academic Performance of Senior Secondary Schools
Students in Sokoto Metropolis, Nigeria
Yusuf Sarkingobir, Nafisa Abdulrahman Ashafa, Maida Saidu Nahantsi, Abubakar Muazu, Sa’adu Abubakar, Sagir Shehu Aliyu
ISSN 2684-7167 (online)
│ 39
and hypotheses that guide one's own research. A good literature review should not merely provide a
summary of previous relevant research; the researcher is also expected to critically evaluate, re-organize
and synthesize the work of others. Abimbola and Abidoye (2013), in a study of the effect of qualification
and experience of biology teachers on the status of ecology teaching in Kwara state using a questionnaire,
had gathered that ecology teaching had low status in the state of the study, and in turn affect the
performance of students also, that the low ecology achievement was due to poor act of teachers and poor
teaching training.
This was revealed in a descriptive study method. Bello (2015), in the Sokoto study, noticed the
effect of selected teacher factors on the conduct of effective biology practical lessons and found teacher
qualification and experience affect his capacity to use biology laboratory equipment for biology practical
work. Alafiatayo et al. (2016) studied the effect of teacher’s abilities on students’ attitudes and academic
performance in biology among secondary schools in Sabon Gari Local Government, Kaduna, Nigeria,
using a specific survey and the results indicated a significant link between the teacher variables and
students achievement in biology. Umar et al. (2018) predicted academic performance in biology among
public senior secondary school students in Kwara state and realized that there were significant
relationships between teachers' qualifications and teachers' experience on student academic
performance using survey and correlational study methods. Another Nigerian study by Omosholape and
Oluwole (2021). In a study of the influence of biology teachers on the academic performance of students
in senior secondary schools in the southwest geopolitical zone, Nigeria observed that teachers generally
had a positive influence on the academic performance of students. From the afore-listed literature, it can
be seen that there is a vivid urge for teachers' factors or variables to improve the academic performance
of students in biology. Teachers have to be up to task for the upcoming new challenges of their profession
(Kusmawan, 2017). However, it is hard to find a study observing teacher variables in teaching biology in
Sokoto and the link to student achievement; therefore, the need for this study is utmost.
Null Hypothesis
H01: There is no significant effect on teachers' qualities with respect to their qualifications.
H02: There is no significant effect on teachers' qualities with respect to teaching experience.
H03: There is no significant effect of teachers' qualities in acquired knowledge with respect to the subject
matter.
H04: There is no significant effect of teachers' qualities with respect to pedagogical knowledge.
RESEARCH METHOD
Study Design
The descriptive survey design was adopted in this study. This method of design was adopted
appropriately because it affords the researcher the opportunity to sample the opinion of the respondent
on teachers' variables on the academic performance of students. This type of design allows
generalization to be made from a large population when representative samples are drawn.
The population of the Study
The target population of this study consists of all secondary schools in Sokoto North and South
Local Governments. This study is restricted to senior secondary school (SS II) biology students and
biology teachers (both male and female) of senior secondary schools in Sokoto North and South Local
Governments, Sokoto metropolis.

International Journal of Theory and Application in Elementary and Secondary School Education (IJTAESE), Vol. 4 (2), 37-50
Survey on Effect of Biology Teacher's Variables (Factors) on Academic Performance of Senior Secondary Schools
Students in Sokoto Metropolis, Nigeria
Yusuf Sarkingobir, Nafisa Abdulrahman Ashafa, Maida Saidu Nahantsi, Abubakar Muazu, Sa’adu Abubakar, Sagir Shehu Aliyu
ISSN 2684-7167 (online)
40
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Sample and Sampling Technique
Samples were selected through random sampling. This is a method in which each sample has an
equal probability of being chosen. A sample of five senior secondary schools consisting of Two Hundred
(200) SS 2 students (males and females) and ten (10) biology teachers were selected from the sampled
secondary schools, which are: (1) G.D.S.S. Kofar Marke, (2) G.D.S.S. Kofar Rini, (3) G.D.S.S. Alkanci, all from
Sokoto North, while (4) G.G. A. S. S. S/Birni, and (5) Sultan Atiku Secondary Schools from Sokoto South
Local Governments of which forty (40) S.S II biology students and two (2) biology teachers were selected
in each school. The purposive sampling technique will be used in order to examine the teachers'
variables on the academic performance of students in the selected schools. The sample characteristic is
shown in Table 1.
Table 1. Sample Characteristic
S/N
Name of School Biology Teachers
Biology Student
Male
Female
Total
1. G.D.S.S. Kofar Marke 2 25 15 40
2. G.D.S.S. Kofar Rini 2 20 20 40
3. G.G. A. S. S s/ birni 2 25 15 40
4.
G.D.S.S. Alkanci
2
25
15
40
5. Sultan Atiku Secondary School 2 40 - 40
Total 10 135 65 200
Instrumentation
The instrument for this study will be a structured questionnaire developed by the researchers.
The researchers developed an instrument consisting of sections A & B. Section A elicits information on
the personal data of respondents. Section B contains 20 items that elicit information on biology teachers'
variables on the academic performance of senior secondary school students. The response to the items is
rated as follows:
Strongly agree (SA) 4
Agree (A) 3
Disagree (D) 2
Strongly disagree (SD) 1
Validity of the instrument
Validity is the degree to which an instrument measures what it is designed to measure. It is an
indication of the truthfulness of a test for the effectiveness of the instrument to be used (Udeani, 2010).
The instrument was thoroughly scrutinized and approved by the project supervisor to ensure face and
content validity. The instrument was reviewed based on the suggestions made.
Reliability of the Instrument
Reliability is the degree to which an instrument yields the same results on repeated trials. The
test-retest method was used to determine the reliability of the research instrument in order to obtain the
reliability of the instrument in this study; the same test was used to administer within an interval of two
weeks to biology students of Sokoto North and South Local Government in Sokoto metropolis. Scores
collated from the administered questionnaire were tested with Chi-square, at 0.05 level of significance,
and the result was used to check the consistency of the instrument.

International Journal of Theory and Application in Elementary and Secondary School Education (IJTAESE), Vol. 4 (2), 37-50
Survey on Effect of Biology Teacher's Variables (Factors) on Academic Performance of Senior Secondary Schools
Students in Sokoto Metropolis, Nigeria
Yusuf Sarkingobir, Nafisa Abdulrahman Ashafa, Maida Saidu Nahantsi, Abubakar Muazu, Sa’adu Abubakar, Sagir Shehu Aliyu
ISSN 2684-7167 (online)
│ 41
Method of Data Collection
Data are information that includes facts, opinions, motives, intentions, and obtained knowledge
that is used to analyze a problem. The questionnaire will be personally administered by the researcher to
200 biology students, both male, and female (SS 2), offering Biology and ten (10) biology teachers. Data
collected was obtained from five (5) schools, namely; G.D.S.S. Kofar Marke, G.D.S.S. Kofar Rini, G.G. A. S. S
S/ Birni, G.D.S.S. Alkanci, and Sultan Atiku Secondary Schools.
Method of Data Analysis
Data collected from the questionnaire was presented in a tabular form. Analysis of these data is done
using frequency distribution descriptive methods. Research questions were answered using frequency
distribution tables, while the hypotheses were tested using Chi-square in Statistical Package for Social
Sciences (SPSS).
FINDINGS AND DISCUSSION
Introduction
Two hundred (200) and Ten (10) questionnaires were administered to students and biology
teachers of G.D.S.S Kofar Marke, G. D. S. S. Kofar Rini, G. G. A. S. S. S/Birni G.D.S.S Alkanci And Sultan Atiku
Senior Secondary Schools in Sokoto North and Sokoto South Local Governments of which forty (40)
students and Two (2) biology teachers will be selected in each school. The entire questionnaire were
duly completed and returned by the respondents. Analytical techniques involved frequency distribution
tables.
Student’s demographic characteristics
Table 2. Gender Distribution of the Respondents
Category
Frequency
Percentage (%)
Cumulative Percentage (%)
Male
95
47.5
47.5
Female
105
52.5
100.0
Total
200
100.0
Source: field survey (2021)
Table 2 shows that 95 (47%) of the respondents are male, while 105 (52.5%) of the respondents
are female.
Table 3. Age Distribution of the Respondents
Age Frequency Percentage (%) Cumulative Percentage (%)
12
-
13 years
105
52.5
52.5
14-15years 65 32.5 85.0
16-17years 30 15 100.0
Total 200.0 100.0
Source: field survey (2021)

International Journal of Theory and Application in Elementary and Secondary School Education (IJTAESE), Vol. 4 (2), 37-50
Survey on Effect of Biology Teacher's Variables (Factors) on Academic Performance of Senior Secondary Schools
Students in Sokoto Metropolis, Nigeria
Yusuf Sarkingobir, Nafisa Abdulrahman Ashafa, Maida Saidu Nahantsi, Abubakar Muazu, Sa’adu Abubakar, Sagir Shehu Aliyu
ISSN 2684-7167 (online)
42
│
Table 4. Department Distribution of the Respondents
Class
\
discipline
Frequency
Percentage (%)
Cumulative percentage (%)
Science 95 47.5 47.5
Art
65
32.5
80.0
Commercial
40
20
100.0
Total 200 100
Source: field survey, (2021)
Teacher’s demographic characteristics
Table 5. Validity Statistics of Teachers' Demographic Characteristics
Gender Age Marital status Education qualification
Male 35-40 4 married 2 single NCE and BSc.
Female 35-40 3 married 1 single NCE and BSc.
Source: field survey, (2021)
Table 6. Gender Distribution of the Respondents
Gender Frequency
Percentage (%) Cumulative Percentage (%)
Male 6 60 60
Female 4 40 40
Total 10 100 100
Source: field survey (2021)
Table 7. Age Distribution of the Respondents
Age Frequency Percentage (%) Cumulative percentage (%)
35
-
36
2
20
20
37
-
38
5
50
50
39-40 3 30 30
Total 10 100 100
Source: field survey (2021)
Table 8. Marital Status Distribution of the Respondents
Marital Status Frequency Percentage (%) Cumulative frequency
Married
7
70
7
0
Single
3
30
30
Divorce 0 0 0
Widow
0
0
0
Total
10
100
100
Source: field survey (2021)
Table 9. Educational Qualification Distribution of the Respondents
Qualification Frequency Percent (%) Cumulative frequency (%)
NCE 6 60 60
BSc
4
40
40
Total
10
100
100
Source: field survey, (2021)

International Journal of Theory and Application in Elementary and Secondary School Education (IJTAESE), Vol. 4 (2), 37-50
Survey on Effect of Biology Teacher's Variables (Factors) on Academic Performance of Senior Secondary Schools
Students in Sokoto Metropolis, Nigeria
Yusuf Sarkingobir, Nafisa Abdulrahman Ashafa, Maida Saidu Nahantsi, Abubakar Muazu, Sa’adu Abubakar, Sagir Shehu Aliyu
ISSN 2684-7167 (online)
│ 43
Findings
Answering research question one: What is the effect of teacher's qualification on the academic
performance of biology students in the Sokoto metropolis?
Table 11. Percentage Count of the Effect of Teachers’ Qualities with Respect to Their Qualification
No. Items SA A D SD Total
1
My teacher
uses adequate methods to aid learning
75
65
39
21
200
2
My teacher selects appropriate materials based on
what he wants to teach and how to teach
66
74
20
40
200
3 My teacher quality is based on students' need 73 67 35 25 200
4
The
introduction of my teaching methods in any way
improves my understanding of biology
80
60
40
20
200
5 Teacher makes learning easier when they have good
qualifications.
85 55 45 15 200
Total 379 321 179 121 1000
Percentage total 37.9
32.1
17.9
12.1
100
Source: field survey, (2021)
Table 11 shows that 379 (37.9%) of the respondents strongly agree that teachers use adequate
methods to aid learning, 321 (32.1%) agree that teachers use adequate methods to aid learning, 179
(17.9%) disagree that teachers use adequate methods to aid learning and 121 (12.1%) strongly disagree
that teachers use adequate methods to aid learning. Table 11 also shows that 379 (39.7%) of the
respondents strongly agree that teachers select appropriate materials based on what he wants to teach
and how to teach, 321 (32.1) agree that teachers select appropriate materials based on what he wants to
teach and how to teach, 179 (17.9%) disagree that teachers select appropriate materials based on what
he wants to teach and how to teach and 121 (12.1%) strongly disagree that teachers select appropriate
materials based on what he wants to teach and how to teach.
Table 11 also shows that 379 (37.9%) of the respondents strongly agree that teachers' quality is
based on students' needs, 321 (32.1%) agree that teachers' quality is based on students' needs, 179
(17.9%) disagree that teachers quality is based on students need and 121 (12.1%) strongly disagree that
teachers quality is based on students need. Table 4.3.1 above also shows that 379 (37.9%) of the
respondents strongly agree that the introduction of my teaching methods in any way improves my
understanding of biology, 321 (32.1%) agree that the introduction of my teaching methods in any way
improves my understanding of biology, 179 (17.9%) disagree that the introduction of my teaching
methods in any way improve my understanding of biology and 121 (12.1%) strongly disagree that the
introduction of my teaching methods in any way improves my understanding of biology. Table 11 above
also shows that 379 (37.9%) of the respondents strongly agree that teachers make learning easier when
they have good qualifications, 321 (32.1%) agree that teachers make learning easier when they have
good qualifications, 179 (17.9%) disagree that teachers make learning easier when they have good
qualifications and 121 (12.1%) strongly disagree that teachers make learning easier when they have
good qualifications. Considering the percentage above, it is observed that the effects of teachers' qualities
with respect to their qualifications are high, which modifies students' academic performance.

International Journal of Theory and Application in Elementary and Secondary School Education (IJTAESE), Vol. 4 (2), 37-50
Survey on Effect of Biology Teacher's Variables (Factors) on Academic Performance of Senior Secondary Schools
Students in Sokoto Metropolis, Nigeria
Yusuf Sarkingobir, Nafisa Abdulrahman Ashafa, Maida Saidu Nahantsi, Abubakar Muazu, Sa’adu Abubakar, Sagir Shehu Aliyu
ISSN 2684-7167 (online)
44
│
Answering Research question two: What is the effect of teachers teaching experience on the academic
performance of biology students in the Sokoto metropolis?
Table 12. Percentage Count of the Effect of Teachers’ Qualities with Respect to Teaching Experience
No.
Items
SA
A
D
SD
Total
1 My teacher makes good use of communication skills
due to their experience with the learning biology
73 67 35 25 200
2 My teacher uses clearer language in communicating the
lesson
80 60 40 20 200
3
Effective teaching experience by my teacher plays a
facilitating role in the teaching and learning process
85
55
45
15
200
4 My teacher's use of communication skills makes
learning easier and more understandable
80 60 40 20 200
5 My teacher has good teaching experience. 80 60 40 20 200
Total
398
302
200
100
1000
Percentage (%) total
39.8
30.2
20.0
10.0
100
Source: field survey, 2021
Table 12 shows that 398 (39.8%) of the respondents strongly agree that teachers make good use
of communication skills due to their experience towards the learning of biology, 302 (30.2%) agree that
teachers make good use of communication skills due to their experience towards the learning of biology,
200 (20.0%) disagree that teachers make good use of communication skills is due to their experience
towards the learning of biology, and 100 (10.0%) strongly disagree that teachers make good use of
communication skills is due to their experience towards the learning of biology. It also shows that 398
(39.8%) of the respondents strongly agree that teachers use clearer language in communicating the
lesson, 302 (30.2%) agree teachers use clearer language in communicating the lesson, 200 (20.0%)
disagree that teachers use a clearer language in communicating the lesson and 100 (10.0%) strongly
disagree that teachers use a clearer language in communicating the lesson. Also, 398 (39.8%) of the
respondents strongly agree that teachers use clearer language in communicating the lesson, 302 (30.2%)
agree that teachers use clearer language in communicating the lesson, 200 (20.0%) disagree that
teachers use clearer language in communicating the lesson and 100 (10.0%) strongly disagree that
teachers use a clearer language in communicating the lesson.
It also shows 398 (39.8%) of the respondents strongly agree that effective teaching experience by
teachers plays a facilitating role in the teaching and learning process, 302 (30.2%) agree that effective
teaching experience by teachers plays a facilitating role in the teaching and learning process, 200
(20.0%) disagree that effective teaching experience by teachers play a facilitating role in the teaching and
learning process and 100 (10.0%) strongly disagree that effective teaching experience by teachers plays
a facilitating role in the teaching and learning process. It shows that 398 (39.8%) of the respondents
strongly agree that teachers' use of communication skills makes learning easier and understandable, 302
(30.2%) agree that teachers' use of communication skills makes learning easier and understandable, 200
(20.0%) disagree that teachers use of communication skills makes learning easier and understandable,
and 100 (10.0%) strongly disagree that teachers use of communication skills makes learning easier and
understandable. It also shows that 398 (39.8%) of the respondents strongly agree that their teachers
have a good teaching experience, 302 (30.2%) agree that their teachers have a good teaching experience,
200 (20.0%) disagree that their teachers have a good teaching experience and 100 (10.0%) strongly
disagree that their teachers have a good teaching experience. Considering the percentage above, it is

International Journal of Theory and Application in Elementary and Secondary School Education (IJTAESE), Vol. 4 (2), 37-50
Survey on Effect of Biology Teacher's Variables (Factors) on Academic Performance of Senior Secondary Schools
Students in Sokoto Metropolis, Nigeria
Yusuf Sarkingobir, Nafisa Abdulrahman Ashafa, Maida Saidu Nahantsi, Abubakar Muazu, Sa’adu Abubakar, Sagir Shehu Aliyu
ISSN 2684-7167 (online)
│ 45
observed that the effect of teachers' qualities with respect to teaching experience is high. This shows that
most teachers in Sokoto state presently are experienced in their teaching, and this modifies students'
academic performance.
Research question three: What is the effect of a teacher's knowledge of subject matter and concepts on
the academic performance of biology students in the Sokoto metropolis?
Table 13. Percentage Count of the Effect of Teachers' Qualities with Respect to Subject-Matter
Knowledge
No. Items SA A D SD Total
1
My teacher has a good knowledge of the subject
matter
85
55
45
15
200
2
My teacher
understands
the content of what they
teach and explain it well
85
55
45
20
200
3 My teacher's knowledge of the subject matter brings
about a positive attitude in the students
90 40 45 25 200
4
My teacher's poor knowledge of the subject matter
affects my interest in biology
80
60
45
15
200
5 My teacher delivers the lesson clearly, logically, and
sequentially
85 55 40 20 200
6 My teacher has a good knowledge of the subject
matter
95 45 40 20 200
Total
520
310
260
115
1200
Percentage total 43.3
25.8
21.6
9.5 100
Source: field survey, 2021
Table 13 shows that 520 (43.3%) of the respondents strongly agree that their teacher has a good
knowledge of the subject matter, 310 (25.8%) agree that their teacher has a good knowledge of the
subject matter, 260 (21.6%) disagree that their teacher has a good knowledge of the subject matter and
115 (9.5%) strongly disagree that their teacher has a good knowledge of the subject matter. Table 13
above also shows that 520 (43.3%) of the respondents strongly agree that their teacher understands the
content of what they teach and explain well, 310 (25.8%) agree that their teacher understands the
content of what they teach and explain well, 260 (21.6%) disagree that their teacher understand the
content of what they teach and explain well and 115 (9.5%) strongly disagree that their teacher
understands the content of what they teach and explain well. Table 13 above also shows that 520
(43.3%) of the respondents strongly agree that their teacher's knowledge of subject matter brings about
a positive attitude in the students, 310 (25.8%) agree that their teacher's knowledge of subject matter
brings about positive attitude in the students, 260 (21.6%) disagree that their teacher knowledge of
subject matter brings about positive attitude in the students and 115 (9.5%) strongly disagree that their
teacher knowledge of subject matter brings about positive attitude in the students.
Table 13 above also shows that 520 (43.3%) of the respondents strongly agree that their teacher's
poor knowledge of subject matter affects their interest in biology, 310 (25.8%) agree that their teacher
poor knowledge of subject matter affects their interest in biology, 260 (21.6%) disagree that their
teacher poor knowledge of subject matter affects their interest in biology and 115 (9.5%) strongly
disagree that their teacher poor knowledge of subject matter affects their interest in biology. It also
shows that 520 (43.3%) of the respondents strongly agree that their teacher delivers the lesson clearly,

International Journal of Theory and Application in Elementary and Secondary School Education (IJTAESE), Vol. 4 (2), 37-50
Survey on Effect of Biology Teacher's Variables (Factors) on Academic Performance of Senior Secondary Schools
Students in Sokoto Metropolis, Nigeria
Yusuf Sarkingobir, Nafisa Abdulrahman Ashafa, Maida Saidu Nahantsi, Abubakar Muazu, Sa’adu Abubakar, Sagir Shehu Aliyu
ISSN 2684-7167 (online)
46
│
logically, and sequentially, 310 (25.8%) agree that their teacher delivers the lesson clearly, logically, and
sequentially, 260 (21.6%) disagree that their teacher delivers the lesson clearly, logically and
sequentially and 115 (9.5%) strongly disagree that their teacher delivers the lesson clearly, logically and
sequentially. Table 3.4.3 also shows that 520 (43.3%) of the respondents strongly agree that their
teacher has a good knowledge of the subject matter, 310 (25.8%) agree that their teacher has a good
knowledge of the subject matter, 260 (21.6%) disagree that their teacher has a good knowledge of the
subject matter and 115 (9.5%) strongly disagree that their teacher has a good knowledge of the subject
matter. Considering the percentage above, it is observed that the effect of teachers' qualities with respect
to subject-matter knowledge is high. This shows that they have a good knowledge of the subject matter.
Research question four: What is the effect of teachers' pedagogical knowledge on the academic
performance of biology students in the Sokoto metropolis?
Table 14. Percentage Count of the Effect of Teachers' Qualities with Respect to Pedagogy Knowledge
No.
Items SA A D SD Total
1
My teacher's method of teaching is suitable for learning 80 60 45 15 200
2
My teacher uses a student-centered method when
teaching.
85 55 40 20 200
3
Teaching methods provided by my teacher are a
medium for effective teaching
95 45 40 20 200
4
The method used in teaching biology by my teacher
affects my learning of biology positively.
80 60 45 15 200
5 Poor teaching method by teachers leads to poor
performance and learning.
85 55 40 20 200
Total 425 275 210 90 1000
Percentage total 42.5
27.5
21.0
9.0 100
Source: Field survey, 2021
Table 14 shows that 425 (42.5%) of the respondents strongly agree that their teacher method of
teaching is suitable for learning, 27.5% agree that their teacher method of teaching is suitable for
learning, 210 (21.0%) disagree that their teacher method of teaching is suitable for learning and 90
(9.0%) strongly disagree that their teacher method of teaching is suitable for learning. Table 14 above
also shows that 425 (42.5%) of the respondents strongly agree that their teacher uses a student-
centered method when teaching, 275 (27.5%) agree that their teacher uses a student-centered method
when teaching, 210 (21.0%) disagree that their teacher uses student-centered method when teaching
and 90 (9.0%) strongly disagree that their teacher uses student-centered method when teaching.
It also shows that 425 (42.5%) of the respondents strongly agree that teaching methods provided
by their teacher are a medium for effective teaching, 275 (27.5%) agree that that teaching method
provided by their teacher is a medium for effective teaching, 210 (21.0%) disagree that that teaching
method provided by their teacher is a medium for effective teaching and 90 (9.0%) strongly disagree
that that teaching method provided by their teacher is a medium for effective teaching. It also shows that
425 (42.5%) of the respondents strongly agree that the method used in teaching biology by their teacher
affects their learning of biology positively, 275 (27.5%) agree that the method used in teaching biology
by their teacher affects their learning of biology positively, 210 (21.0%) disagree that the method used in
teaching biology by their teacher affects their learning of biology positively and 90 (9.0%) strongly

International Journal of Theory and Application in Elementary and Secondary School Education (IJTAESE), Vol. 4 (2), 37-50
Survey on Effect of Biology Teacher's Variables (Factors) on Academic Performance of Senior Secondary Schools
Students in Sokoto Metropolis, Nigeria
Yusuf Sarkingobir, Nafisa Abdulrahman Ashafa, Maida Saidu Nahantsi, Abubakar Muazu, Sa’adu Abubakar, Sagir Shehu Aliyu
ISSN 2684-7167 (online)
│ 47
disagree that the method used in teaching biology by their teacher affects their learning of biology
positively. Considering the percentage above, it is observed that the effect of teachers' qualities with
respect to pedagogy knowledge is high.
Testing Hypothesis
H01: There is no significant effect on teachers' qualities with respect to their qualifications.
Ha1: There is significant effect on teachers' qualities with respect to their qualifications.
Table 15. Correlation of Teachers' Qualities with Respect to Their Qualification
Teacher qualification
TQ
Teachers’
qualification
TQ
Pearson Correlation
1
-
.069
Sig. (2-tailed) .334
N 200 200
Teachers’ qualification
Pearson Correlation
-
.069
1
Sig. (2
-
tailed)
.334
N
200
200
Note: TQ= Teachers’ quality
Source: field survey (2021)
The Pearson correlation value of -0.069 was less than 0.05 level of significance. Therefore, the
alternate hypothesis that says there is a significant effect of teachers' qualities with respect to their
qualifications is accepted, while the null hypothesis is rejected.
H02: There is no significant effect on teachers' qualities with respect to teaching experience.
Ha2: There is significant effect on teachers' qualities with respect to teaching experience.
Table 15. Correlation of Teachers' Qualities with Respect to Teaching Experience
Teacher qualification
TQ
Teachers’ experience
TQ
Pearson Correlation 1 .021
Sig. (2-tailed) .766
N
200
200
TE
Pearson Correlation .021 1
Sig. (2
-
tailed)
.766
N
200
200
Note: TQ= Teachers’ quality
Source: field survey (2021)
The Pearson correlation value of 0.021 was less than the 0.05 level of significance. Therefore, the
alternate hypothesis that says there is a significant effect of teachers' qualities with respect to teaching
experience is accepted, while the null hypothesis is rejected.

International Journal of Theory and Application in Elementary and Secondary School Education (IJTAESE), Vol. 4 (2), 37-50
Survey on Effect of Biology Teacher's Variables (Factors) on Academic Performance of Senior Secondary Schools
Students in Sokoto Metropolis, Nigeria
Yusuf Sarkingobir, Nafisa Abdulrahman Ashafa, Maida Saidu Nahantsi, Abubakar Muazu, Sa’adu Abubakar, Sagir Shehu Aliyu
ISSN 2684-7167 (online)
48
│
H03: There is no significant effect of teachers' qualities in acquired knowledge with respect to the subject
matter.
Ha3: There is significant effect of teachers' qualities in acquired knowledge with respect to the subject
matter.
Table 16. Correlation of Teachers' Qualities with Respect to Subject-Matter Knowledge
Teacher qualification
TQ
Teachers’ subject
-
matter
TQ
Pearson Correlation 1 .013
Sig. (2
-
tailed)
.852
N
200
200
Teachers’ subject-matter
Pearson Correlation .013 1
Sig. (2-tailed) .852
N 200 200
Note: TQ= Teachers’ quality
Source: field survey (2021)
The Pearson correlation value of 0.013 was less than the 0.05 level of significance. Therefore, the
alternate hypothesis that says there is a significant effect of teachers' qualities with respect to subject-
matter knowledge is accepted, while the null hypothesis is rejected.
H04: There is no significant effect of teachers' qualities with respect to pedagogical knowledge.
Ha4: There is significant effect of teachers' qualities with respect to pedagogical knowledge.
Table 17. Correlation of Teachers' Qualities with Respect to Pedagogical Knowledge
Teacher
qualification
TQ
Pedagogical knowledge
TQ
Pearson Correlation 1 -.093
Sig. (2-tailed) .192
N
200
200
Pedagogical knowledge
Pearson Correlation
-
.093
1
Sig. (2-tailed) .192
N 200 200
Note: TQ= Teachers’ quality
Source: field survey (2021)
The Pearson correlation value of -0.093 was less than 0.05 level of significance. Therefore, the
alternate hypothesis that says there is a significant effect of teachers' qualities with respect to
pedagogical knowledge is accepted, while the null hypothesis is rejected.
Academic success or failure is related to numerous factors. In general, various studies that attempt
to explain academic success or failure start with three components that intervene in education; parents,
students, and teachers (Diaz, 2003). However, poor performance in biology examinations has led many
researchers to investigate the factors that could be responsible for this. Among the variables identified
are: Students'" poor study habits, low self-esteem, teacher factors (teacher quality), shortage of qualified
teachers, inadequate teaching facilities in Schools, home and school environmental factors, and so on
(Oludipe, 2002). Adodo (2007) argued that one key overriding factor for the success of students"
academic achievement is the teacher. Balarabe et al.(2019) assert that the key factor in what comes out
at the end of schooling is what goes on in the classroom. Mills (as cited in Wambugu and Changeiywo,
2008) states that teaching methods are crucial factors that affect the academic achievement of students,

International Journal of Theory and Application in Elementary and Secondary School Education (IJTAESE), Vol. 4 (2), 37-50
Survey on Effect of Biology Teacher's Variables (Factors) on Academic Performance of Senior Secondary Schools
Students in Sokoto Metropolis, Nigeria
Yusuf Sarkingobir, Nafisa Abdulrahman Ashafa, Maida Saidu Nahantsi, Abubakar Muazu, Sa’adu Abubakar, Sagir Shehu Aliyu
ISSN 2684-7167 (online)
│ 49
and no matter how well-developed and comprehensive a curriculum is, its success is dependent on the
quality of the teachers implementing it (Ajaja, 2009). Usman (2003) submitted that the shortage of
qualified teachers is responsible for the poor academic achievement observable among students. One
report argued that poor knowledge of the subject matter, inadequate preparation, and poor labeling of
diagrams were some of the variables that negatively reduced a candidate’s performance.
CONCLUSION
Based on the findings of this study, it can be concluded that biology teachers' variables of good
qualification, experience, and relations can positively impact the academic performance of students or
schools in Sokoto Metropolis, Nigeria. Based on the findings of this study, it is necessary to say teachers
should be exposed to seminars and workshops to upgrade and enhance their knowledge of biology and
regularly supervised and monitored on the general aspect of teaching and learning. Teachers should be
able to establish a good relationship with their students to enhance their interest in learning biology.
Likewise, teacher education programs should be given much attention, especially in the area of course
content, the quality of students being admitted, and the quality of teachers being produced. Lastly,
regular and continuous professional development is paramount to developing and maintaining high-
quality science and mathematics teachers; thus, the Ministry of Education should ensure that all teachers
have the chance to improve their classroom instruction by receiving ongoing training aimed at
professional growth and better student outcomes.
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Survey on Effect of Biology Teacher's Variables (Factors) on Academic Performance of Senior Secondary Schools
Students in Sokoto Metropolis, Nigeria
Yusuf Sarkingobir, Nafisa Abdulrahman Ashafa, Maida Saidu Nahantsi, Abubakar Muazu, Sa’adu Abubakar, Sagir Shehu Aliyu
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