THE EFFICACY OF TEACHER'S QUALIFICATION AND TEACHING EXPERIENCE IN ACADEMIC ACHIEVEMENT OF CHEMISTRY STUDENTS

Abstract

This study looks at how well chemistry students in the Awka South Local Government Area, Anambra state, perform academically about the credentials and teaching experience of their teachers. Using a descriptive survey research approach, the study provided answers to four research questions. 384 teachers, 32 of whom are chemistry instructors, work in the 19 public secondary schools in the Awka South Local Government Area and make up the study's population. All 32 of the 19 schools' chemistry instructors are included in the sample. A structured questionnaire named "Efficacy of Teacher Qualifications and Teaching Experience on the Academic Performance of Chemistry Students" (ETQTEAPCS) was used to gather the data. Its reliability coefficient was 0.70 and it was validated by two experts from Nnamdi Azikiwe University Awka's Department of Chemistry Education. The mean, frequency counts, and percentage were used to examine the data. The findings indicate that the majority of teachers possess a moderate level of education, mostly a Nigeria Certificate in Educatiopercentagesn (NCE), along with over ten years of classroom experience. The teachers also believe that their training and experience benefit students' academic performance, and they stress the value of ongoing professional development. The research offers several suggestions for improving chemistry instruction at the conclusion, along with some implications for educational policy, teacher professional development, and curricular alignment. The study identifies many shortcomings, including the geographic reach and the reliance on self-reported data, and makes some recommendations for further investigation.