CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter shows the foreign literature and studies together with local studies
and literature related to and will support the entire study.

Foreign Literature

2.0 Literature Review

Assessment of students is very critical because effective teaching decisions are

based on the ability of teachers to understand their students and to match actions with
accurate assessments. However, past research has shown that there are many
problems associated with teachers’ classroom assessment practices. These include
teachers’ lack of an adequate knowledge base regarding the basic testing and
measurement concepts, limited teacher training in assessment and failure of teachers to
employ and adhere to measurement guidelines they learned in measurement courses
(Campbell & Evans, 2010). Noonan and Duncan (2011) carried out a study on the
nature and frequency of high school teachers’ use of peer and self assessment. The
Findings established that improvement of learning occurs when class teachers use
ordinary classroom assessment information to establish knowledge, skills and attitudes
possessed by their students and incorporate that information in planning for lessons.
Moyosore (2015) conducted a study on the effect of formative assessment on students’
achievement in secondary schools in Nigeria. Findings revealed that formative
assessment has a strong significant difference in the mean achievement score of
Mathematics students that are exposed to it. Salema (2017) carried out a study focusing
on the assessment practices in secondary schools in Kilimanjaro District. The findings
indicated that teachers use teacher centered approach in both teaching and
assessment procedures. It was also found that teachers and students had negative
attitude towards the assessment procedures of learner centered approach, with several
challenges. Urevbu (2010) indicated that a teacher requires teaching documents which
every serious and devoted teacher should know, has the ability to develop and apply in
the teaching and learning process. The preparation of professional document influences
the quality of education standards. Prasertcharoensuk, Somprach and Ngang (2015)
investigated the influence of teacher competency on students’ academic achievement in
Malaysia. Findings established that teacher competency has significant effect on
students’ learning achievement. Students learning achievement was high in schools
where teachers had attained higher levels of curriculum and knowledge management.
Aina and Olanipekun (2015) studied influence of teachers’ credentials on students’
academic achievement in Nigeria. Findings established www.ijieb.co.tz/cjeb ISSN 2738-
9294 (Online) Vol. 2 Iss. 1, 2021 (pp. 33-41) 36 that subject matter knowledge,
academic qualification, professional development and teaching experience are crucial
and significantly related with students’ academic achievement. Switbert (2013)
examined effects of teacher’s professional development on students’ performance in
Secondary schools in Dar es Salaam, Tanzania. Findings established that
implementation of teachers’ training and development programs affects students’
performance in Tanzania. Findings also established that the teachers training and
development policies were not implemented or not available at all in majority of the
schools studied. Subject matter is an important element of teacher competence. Subject
matter provides a teacher with a good understanding of the content that he/she teaches.
Teachers should have a good understanding of ideas and content in terms of its
practical and syntactic structure (Jadam, 2014). Keller, Neumann and Fischer (2017)
examined the extent to which pedagogical content knowledge predicts students’
achievement in Germany and Switzerland. Findings revealed that teacher pedagogical
content knowledge positively predicted students’ achievement. Teachers’ motivation
predicted students’ interest which was mediated by enthusiastic teaching as perceived
by students. Nbina (2013) conducted a study on the influence of teacher’s competence
on students’ academic performance in senior secondary schools in Nigeria. Findings
established a positive correlation between teacher competence and students’ academic
achievement. Students taught by competent teachers recorded better performance as
compared to students taught by incompetent teachers. Teygong (2017) examined the
influence of teacher academic experience on pupils’ academic performance in public
primary schools in Kenya. . Findings established that teachers’ competence and
knowledge in handling learning activities have a significant impact on students’ active
participation in learning activities.
TEACHES’ COMPETENCE AND STUDENTS’ ACADEMIC

PERFORMANCE IN SENIOR SECONDARY SCHOOLS

CHEMISTRY: IS THERE ANY RELATIONSHIP

The provisions of the National policy on Education for teacher education

includes the purpose of teacher education, institutions of training professional teachers
and their entry qualifications, curriculum of Teachers colleges and professionalization of
teacher. Effective learning in schools would require effective teaching to accompany
the efforts of the learners.Teacher competence needs to be very high in order for
meaningful teaching learning to take place (Segun, 1986). At the secondary school level
where a distinction is made between junior Secondary School (JSS) and Senior
Secondary School (SSS) curricula, teacher competencies for each level and appropriate
subjects would vary well. In order to ascertain what these competencies are, the JSS
and SSS programmers need to be examined in the context to f the preparation of the
teachers that would implement these programmers. Their competencies must therefore
relate to academic and professional preparation, professional growth, classroom
interaction and evaluation(Macaulay, 1986).The professional chemistry teacher is
expected to posses certain competence both professional and personal.Professional
competences are both academic and pedagogical. Academic competencies are the
teachers knowledge of his subject. Pedagogical competency is the art of teaching the
subject,observing such principles as teaching from known to unknown, concrete to
abstract and from simple to complex (Akpan, 2002).The chemistry teacher s success in
the classroom depends very much on his preparedness for the instruction process. It
has been observed that most of the present chemistry teachers in secondary schools
are not professional chemistry teachers nor have they even undergone a teacher
training programme(Onwioduokit & Ikwa, 2000). Sometimes, those who teach chemistry
are graduates of purephysical sciences like chemistry, engineering and sometimes
Biochemistry. And of course, many of these teachers are not education
graduates(Onwioduokit & Ikwa, 2000). It is to be noted that the teacher is the main aid
to learning, his methods, styles and techniques being additional aids. Where a teacher
is deficient in a particular topic, the tendency is to dodge the areas of deficiency while
the learner is bound to suffer;Keenan (1996) affirmed that a beautiful building and
expensive equipment, stocked in, will notlead to effective learning without the qualified
teacher putting them into use and making students to participate in the experimental
procedures.What is then needed to be a competent chemistry teacher? A competent
chemistry teacher is a person who is professionally qualified and trained to teach
chemistry, having the necessary qualities or skills and showing adequate skills in the
teaching process, (Osaat,2004). Other competencies required of teachers include
knowledge of subject-matter, pedagogy,skill processes, resourcefulness, behaviour
motivation and evaluation (Ivowi, 1986a). A competent chemistry teacher attends
conferences, workshops and seminars, has a good classroom control, effective
communicative skills, adequate knowledge of the subject, utilizea variety of teaching
methods, or strategies and show enthusiasm for teaching (Akinbobola 2004).
Local Literature
TEACHERS’ PROFILE AS PREDICTOR OF TEACHING COMPETENCE AND
STUDENTS’ ACADEMIC ACHIEVEMENT IN SCIENCE

Science education has become a priority across the globe due to it being a
driving force of development and a fundamental key in solving issues in the global
arena. Besides, the 21stcentury education demands for the practical use of science
rather than collecting facts. In view of, most research in science education focus on the
pedagogy in teaching, exploring a wide range of teaching methods and strategies that
are mostly found to be effective, improving students’ retention and their learning
experience in science. However, the idea that there are a lot of interventions and
teaching strategies that are renowned to be effective as an output of various research,
buta persistent decline in students’ academic achievement and poor assessment results
are still be observed. A significant finding of Sakiyo and Badau (2015)and Ugo and
Akpoghol (2016) reveals that students’ performances in Science, Technology,
Engineering, and Mathematics (STEM) subjects were fluctuating. Accordingly, in
progressive and competent countries like the USA and some countries in Europe
challenges in science education were also evident, where Mullis, Martin, Foy, and Arora
(2011) describe the performance of USA learners as significantly below that of
Singapore and Chinese Taipei. Subsequently, Programme for International Learner
Assessment PISA (2012) reported that more than 20 percent of young Europeans were
not attaining basic skills in science subjects. In Asia,Turkey has taken place at the end
of the list in the Program for International Student Assessment (PISA). In the past PISA
held in 2012, Turkey was ranked 43 among 65 countries in the field of science
achievement (PISA, 2012). Likewise, Jordan has participated in Trends in Mathematics
and Science Survey (TIMSS), five rounds of these tests comprising science test for the
eighth grade consists of basic sciences, results show a clear decline in the results of
Jordanian students, the result is an indicator that should be taken into account to
identify the reasons behind this drawback for the purpose of developing the educational
process (Yahya & Ayasrah, 2018). Philippines ranked in the low 70s in the 2018
Programme for International Student Assessment (PISA), a student assessment of 15-
year-old learners across 79 countries done by the Organization for Economic Co-
operation and Development (OECD), where Filipino students ranked low in

mathematics and science, with 353 points and 357 points respectively against a 489
OECD average for both categories (Dela Cruz, 2019). Additionally, DepEd’s previous
records showed a declining achievement level of elementary and high school students
based on National Achievement Tests (NAT) results from 2005 to 2010 (Ronda 2011).
Results show that the separate survey and tests are comparable, this indicates that
Philippines performance in core subjects like science is reliably poor from 2010 to 2018.
The survey recommends that interventions should be made to the students of countries,
like the Philippines, where the relationship between a student’s sociology economic
status and academic achievement is strong. In Davao City National High School, there
was an encounter of students’ difficulty and poor achievement in science. It was also
observed that students’ summative tests and quarterly exams are mostly skewed to the
average and poor scores despite of the varied strategies given. Thus, the teachers in
the school are equipped with enough training and seminars relating to various teaching
strategies, amplifying their teaching competence and classroom interaction. This proves
that even though training and seminars are given to teachers, the problem of students’
academic achievement remains persistent. The breach between countless professional
enhancements of teachers and enduring students’ low achievement in science interest
the researcher. Hereafter, the identified gap directed the researcher to investigate on
teachers’ demographic profile towards teaching competence, as teacher being a
significant predictor of student academic achievement (Topçu, Erbilgin, & Serkan, 2016).
The researchers sought information regarding the following: (a) demographic profile in
terms of sex, teaching position, teaching experience, and ancillary function; (b) level of
teachers’ competence in terms of subject mastery, classroom management,
instructional delivery, and assessment; (c) level of students’ academic achievement in
sciencein first and second quarter and their average grade; (d) significant difference in
teaching competence when analyzed according to their demographic profile; (e)
significant difference in the students’ academic achievement in science in the first and
second quarters and their average grade when analyzed according to their
demographic profile; and (f) significant relationship between teachers’ competence and
students’ academic achievement in science.The findings of the study will be useful to
address the drawback of students’ poor academic achievement in science, despite of
having teachers that are trained to series of renowned effective teaching strategies.
Accordingly, the findings of the study can guide the administration to review and
improve school policy in promoting effective teachers. This will also be useful in
informing teachers regarding the influence of their distinctive characteristics, duties, and
concerns towards their teaching competence affecting their students’ learning outcomes.
Most importantly, students will have a holistic experience in learning, having teachers
that are enthused to teach where teaching strategies and interventions will be faithfully
implemented.