Research Problem: Lecturers’ Competences in Relation to Students’ Academic Performance

 Lecturers’ Competences in Relation to Students’ Academic Performance

Research Problem

This study is undertaken to investigate the effect of lecturer competence towards student academic performances. Lecturers are regarded as most important person that would whether directly or indirectly influence students’ performance and academic achievement level.

Teaching and learning are two dimensions of the academic world and both depend on lecturers capabilities therefore, an effective lecturer has been conceptualised as one who produces desired outcomes in the course of his duty as a lecturer. Therefore, upon the observed deterioration in the academic accomplishments, attitude and values of students, one curiously wonders if the high failure rates and the poor quality of the students is not a reflection of the teaching quality or lack of lecturer’s competencies. In other words the incompetence of lecturers in classroom interaction with the students could be responsible for the observed poor performance of students in the classroom (Cohen, 1981; Theall & Franklin, 2001).

As we all know, today world achievement level of student in their academic performances highly influence by their lecturer attributes and competences. Lecturer competence refers to the right way of conveying units of knowledge, application and skills to students. The right way includes knowledge of content, process, methods, and means of conveying content. Lecturer competence also refers to the ability of the lecturer to help guide and counsel his or her student to achieve high grades.

A competency comprises of one or more skills whose mastery would affect the attainment of the competency. A competency has its relation with all the three fields under which performance can be assessed. These fields are knowledge, skill and attitude. Because the competencies are observable, they are also measurable. It is possible to assess a competency from the performance of a lecturer. It is not necessary that all competencies of a lecturer have the same extent of knowledge, skill and attitude. There may be some competencies involving more of knowledge than skill and attitude, whereas, same competencies may be skill or performance oriented (Doyle,2008).

Richards (2006) highlighted in his research that any definition of lecturer competence depends on teaching in a particular setting, the culture and values held in the community. It also depends on the innumerable lecturer and student characteristics and the classroom context. Through the above definitions we conclude that lecturer primary aim is to make students learn effectively and efficiently. In doing so, a lecturer has to do several activities such as plan classroom activity properly, provide effective instruction and evaluate the learning using appropriate methods and techniques. The effectiveness or ineffectiveness of teaching is closely linked to lecturer competencies. Competent lecturer would also create classroom conditions and climate, which are conducive for student learning.

A characteristic of a competent teacher is that the teacher encourages students to reflect on social reality and empowers them to transform the existing conditions that shape their lives. Moreover, a competent teacher is one who engages student in dialogue and manages through dialogue to achieve genuine learning because when student and teachers are engaged in shared critical dialogue, they mutually create and construct knowledge instead of passively transmitting it, since they can share their experiences, reflect upon them and finally make critical evaluation regarding the way they themselves have obtained that knowledge and those experiences. Gutek (2004)

 Some attributes of teacher competences is because of poor teachers subject knowledge.  Means teachers do not have the capability of teaching and handling the subject that they are supposed to give the lecture.  According to Eggen & Kauchak (2001), there are three dimensioning under which a teachers’ knowledge of subject matter can be measured; namely content knowledge, pedagogical knowledge of content and general knowledge. The implications of these dimensions are that a teacher cannot teach what he or she does not know.

 Adediwura & Tayo (2007) further emphasised existence of high correlation between what teachers subject knowledge and what they teach students. In line with these finding, Adediwura & Tayo (2007) further accentuated that the ability of a teacher to teach effectively depends on the depth of knowledge the teacher possesses. Therefore, a teacher whose understanding of the subject content is thorough uses clearer expressions comparative to those whose backgrounds of subject mastery are weaker.

Teaching method is the factors that contribute to the teacher competences. Teaching is an interactive process which encompasses participation by both students and the teacher. In addition, lecturer teaching skill is may also become the attributes that would affect student academic performances. Adunola (2011) indicated that teaching methods used by the teachers’ should be best for the subject matter because if the method is not aligned with the specific outcome, then the result will be either poor or a failure. In certain cases, poor students’ achievements are attributed to poor teaching styles Kang’ahi ( 2012).

 Since every individual student interprets and responds to questions in a unique way (Chang, 2010), alignment of teacher’s teaching methods with students’ preferred learning styles helps to improve students’ achievements (Zeeb, 2004). Ayeni (2011) maintained that teaching is a continuous process that involves bringing about desirable changes in learners.

Bharadwaj & Pal (2011) indicate that teaching methods work effective if they suit learners’ needs. Adunola (2011) further maintained that bias in selection of teaching methods by teachers in areas in which they exclusive monopoly knowledge should be avoided to improve students’ results.

More than that, teacher’s experience sometimes directly affects the student academic performance.  Experienced teachers as those who have taught for many years (5 years and above) and are able to motivate students and hold their attention, know how to manage their classroom effectively and can change course in the middle of a lesson to take advantage of unforeseen opportunities to enhance students learning. Rodniques (2010)

Teacher’s professional qualification is tied to his or her competence in instruction and management of students and materials in the classroom. First, Nigeria educational system requires that all teachers in all educational institution nationwide should be professionally trained. This is with the view of enhancing teacher’s commitment to the teaching profession. National Policy on Education, Lagos: NERDC (2004).

According to the Teachers Registration Council of Nigeriaother acceptable qualifications are degrees in education B.SC. Ed, M.Ed, PH.D in education. It is emphasized that those with degrees ordiplomas in non- education field must possess post graduates diploma in education (PGDE) or Technical Teachers Certificate (TTC). It is not an enough to accept or describe someone as a teacher merely because a certificate is presented in support of the claims. Thus, the Teacher Registration Council of Nigeria, posited that teacher trainee must be well equipped with adequate and appropriate characters, professional and academic knowledge and skills in the art of teaching. Guideline for Teachers Registration, Abuja: NERDC (2005).

Research in education policy reveals that lecturer attitude refers to consistent tendency by the teacher to react in a particular way; often positively or negatively

Toward an academic matter (Eggen & Kauchak, 2001). Another study by Fazio & Roskes (1994) indicates that attitude possesses both cognitive and emotional components which strongly influence the manner in which a teacher thinks and responses to specific experiences. In proceeding further with the analysis,

Eggen&Kauchak (2001) found out that positive teachers’ attitudes are fundamental to effective teaching and students’ academic achievements. Another study by Brunning et al. (1999) indicated a number of elements that constitute teachers’ attitudes that will facilitate a caring and supportive classroom environment. These elements include caring, enthusiasm, teaching efficacy, democratic practices to promote students’ responsibility, effective use of lesson , constructive interaction with learners and high expectation to promote learners’ motivation. Further analysis in this study found out that these factors are associated with increase in students’ academic performances.

Teachers’ attitude in class and while teaching also several of the attribute that will somehow affect the student academic performance. Calderhead (1996), Pianta (1999), and Watson (2003) have described teaching as an intensely psychological process and believe a teacher’s ability to maintain productive classroom environments, motivate students, and make decisions depends on her personal qualities and the ability to create personal relationships with her students. These effective attitudes and actions employed by teachers ultimately can make a positive difference on the lives of their students. It is known that attitudes have a profound impact on teacher practices and behaviours. Richardson (1996) states, "Attitudes and beliefs are a subset of a group of constructs that name, define, and describe the structure and content of mental states that are thought to drive a person’s actions" With effective attitudes, teachers and students can develop relationships of mutual respect and trust. Studies on each of these five attitudes have been completed by researchers, and a brief summary will follow that reinforces the findings from the Introduction to Teaching and Learning course. Research by Larson and Silverman (2000) and Noddings (1984) has emphasized the importance of developing a caring and respectful relationship between teachers and students.

They support students’ needs for both communication and care in order to achieve a personal relationship with their teachers. Noddings (1984) believes the entire school curriculum should be built around the ethic of care. She contends that with this construction, caring will become an integral part of a committed, reciprocal relationship between the teacher and student. As for the conclusion does lecturers performances really bring affect toward the student performance especially in academic performance.