Influence of Teachers’ Teaching Experience on Students’

Learning Outcomes in Secondary Schools in Ondo State, Nigeria

Adeyemi, T. O.

Department of Educational Foundations & Management,

University of Ado- Ekiti, Ado- Ekiti, Nigeria.
Abstract
This article examined teachers’ teaching experience and students’ learning outcomes in
the secondary schools in Ondo State Nigeria. As a correlational survey, the study
population comprised all the 257 secondary schools that presented students for the year
2003 senior secondary certificate (SSC) examinations in the State. Out of the population, a
sample of 180 schools was drawn through the process of stratified random sampling
technique. An inventory and a semi-structured interview schedule were the instruments
used to collect information for the study. The data collected were analysed using the chi
square test, correlation analysis and t-test. The semi-structured interview was conducted
with selected principals and education officers. Their responses were analysed through
content analysis. The findings revealed that teachers’ teaching experience was significant
with student’ learning outcomes as measured by their performance in the SSC
examinations. Schools having more teachers with five years and above teaching
experience achieved better results than schools having more teachers with less than five
years teaching experience. Considering the findings, it was recommended that government
should encourage experienced teachers to stay on the job through the provision of incentives
such as better promotional prospects, better welfare package and better conditions of service.
Introduction
The importance of experienced teachers in schools has been highlighted by many researchers
(Akinleye, 2001; Ogundare 2002; Commeyras, 2003). Researchers have also given different
opinions about teaching experience and students’ learning outcomes in schools (Al-methen, 1983;
Schuler, 1984; Waiching, 1994; Ijaiya, 2000; Akomolafe, 2001). Their arguments were centred on
the fact that experience improves teaching skills while pupils learn better at the hands of teachers
who have taught them continuously over a period of years (Ijaiya, 2000). In investigating possible
differences in teaching strategies, Schuler (1984) grouped teachers into three levels of teaching
experience (3-6; 7-10 and more than 10 years). His findings revealed that experienced teachers’
perception of their teaching objectives were significantly more subject-oriented than were those of
first-year teachers. Hence, effective teaching could be measured by the level of a teacher’s subject
matter competence which Mullens (1993) regarded as a prime predictor of student’s learning.
However, teachers’ theories about teaching are being guided by their previous experience as
learners and as teachers (Waiching 1994).
The importance of experienced teachers in schools has been argued as being necessary for school’s
effectiveness. Notwithstanding, Tahir (2003) reported poor teaching process exhibited by
inexperienced teachers as among the many problems of educational development in Nigeria. This
suggests that many experienced teachers might have left the school system probably as a result of
better job prospects in other sectors of the economy. However, the desire by government to engage
more teachers of long years standing is perhaps hampered by the cost of funding. Hence, Adeyemi
(1998) exclaimed that the more experienced teachers in a school system, the higher would be the
recurrent cost of education. As such, Charles (2002) suggested the need to involve retired teachers
because of their long years of teaching experience to teach in Nigerian schools.
In terms of students’ learning outcomes, Blaug (1970) argued that there are positive associations
between personal earnings and schooling. He reported that the extension of education tends to raise
the earnings of those who benefited from it (Blaug 1983). Schultz (1963) classified the outcomes of
education into two categories from the economic point of view. These are consumption and
investment. Cohn (1975) referred to the consumption aspect as that related to the benefits derived by

9
students, their families and the society as a whole. He regarded the investment component as
including a variety of outputs related to the enhancement of an individual’s or society’s productive
skills and future well being. In this regard, Simkins (1981) reported that output represents the
immediate results of the system’s activities. According to him, the main outputs in education are
expressed in terms of learning, that is, changes in the knowledge, skills and attitudes of individuals
as a result of their experiences.
Tsang (1988) supported this view and regarded inputs to education as the various ingredients used
in producing outputs. He remarked that the output of education consists of educational effects such
as cognitive and non-cognitive skills that are learned by students. Hence the remark made by
Sheehan (1973) that education yields benefits which is ‘consumed’ over a long period (the life-
time of the educated person). As such, education is an end in itself irrespective of any future
benefits. Lord (1984) supported these views and enumerated four major areas of measuring output
in education. These include the assessment by the teacher; standard examinations as a measure of
educational output; other standardised tests for national and local monitoring and market research
techniques.
Blaug and Woodhall (1968) made an attempt to measure the output of education. According to
them, the simplest measure of secondary school output is the annual number of school leavers
while the only measure of performance which could be applied to school leavers is the attainment
in GCE examinations. Consequently, they measured output in terms of the number of school
leavers weighted by different indices of quality or number of passes. They reported that
“achievement in GCE is therefore, one relevant criterion of educational quality and that ‘academic
index’ measures output in terms of GCE results. In the light of this, Thias and Carnoy (1972)
examined the influence of school factors on the quality of schools’ output in Kenya. According to
them “the quality of output is equated with students’ examination performance.” They argued that
if the average examination performance in one school is higher than in another, the quality of
output of the first is considered to be higher than that of the second. Akangbou (1985) too,
calculated the ‘academic index’ of output in Nigeria and remarked that the simplest measure of
output of the Nigerian secondary education system is the number of school leavers.
As a measure of students’ learning outcomes, examination occupies a central place in the Nigerian
educational system and it has been the sole criterion of quality (Ukeje, 1966). Although the SSC
examinations has replaced the WASC and GCE examinations in Nigeria, it still uses the GCE ‘O’
& ‘A’ level standards as its norms since it was pitched between the ‘O’ & ‘A’ level standards
(Salami 1992). The pattern of grading candidates’ scores in the examinations was such that the
distinction grade was represented by A1 to B3. The credit grade was represented by C4 to C6. The
ordinary pass grade was represented by D7 and E8 while the failure grade was represented by F9.
It needs to be mentioned however, that the distinction and credit grades are the only requisite
qualifications for admissions into universities in Nigeria and candidates must have at least five
credits in five subjects including English Language in order to qualify for admission (JAMB
2002).
Several studies have found a positive effect of experience on teachers’ effectiveness; specifically,
the learning by doing” effect is most obvious in the early years of teaching (Dunkin, 1997, Rice,
2004, Bauer m 2005). In measuring teachers’ effectiveness, Stiggins and Duke (1990) suggested
three, parallel evaluation systems. These include an induction system for novice teachers with a
focus on meeting performance standards; a remediation system for experienced teachers in need of
remediation to correct deficiencies in performance and a professional development system for
competent, experienced teachers pursuing excellence in particular areas of teaching.
Notwithstanding Glass (1990) in a study found that the pupil-achievement data could not tell
teachers how to teach or distinguish between good and poor teachers. Medley and Shannon (1994)
too, expressed doubts about using measures of student achievement to judge teacher effectiveness
while Darling-Hammond, Wise and Klein (1995) found certain deficiencies in the attempts to
obtain performance measures of teachers: These deficiencies include the fact that the assessment
systems do not evaluate candidates in similar job settings and performance situations. Considering
the foregoing, the objective of this study was to examine teachers’ teaching experience in

10
secondary schools in Ondo state, Nigeria and determine whether teaching experience had any
relationship with students’ learning outcomes.

Statement of the Problem

A common observation of the school system in Ondo State, Nigeria would show a large number of
young teachers with few years of teaching experience. Many of these teachers seem to lack the
much needed experience that could bring about effective teaching and learning in schools in terms
of teaching methodology (Ondo State Ministry of Education, 2002). Hence teaching tends to done
in abstract while learning is perhaps by rote memory. The problem of this study was to determine
relationship exist between teachers’ teaching experience and students’ learning outcomes in
secondary schools in Ondo State, Nigeria? In addressing this problem, the following research
questions were raised:
1. How are teachers distributed on the basis of teaching experience to urban and rural
secondary schools in Ondo State, Nigeria?
2. What is the level of students’ learning outcomes in schools?
3. Is there any relationship between teachers’ teaching experience and students’ learning
outcomes as measured by their performance in SSC examinations in the State?
4. Is there any difference in the performance of students between schools having more teachers
with above twelve years teaching experience and those schools having more teachers with
twelve years and less than twelve years teaching experience in the SSC examinations in Ondo
State, Nigeria?

Method
This study was designed to follow the strategies of a correlational survey. Gay (1996) described a
correlational survey as a study that involves the collecting of data in order to determine whether,
and to what degree, a relationship exists between two or more quantifiable variables. Anderson
(1998), regarded correlational research as involving the calculation of a correlation coefficient
which is a measure of the extent to which variables vary in the same way. In this regard, the study
population comprised all the 257 secondary schools that presented candidates for the year 2003
Senior Secondary Certificate examinations in Ondo State of Nigeria. Out of this, a sample of 180
schools (70% of the study population) was drawn through the process of stratified random
sampling technique. The instrument used to collect data was an inventory titled ‘secondary schools
teachers’ teaching experience and students’ learning outcomes inventory’ and a semi-structured
interview schedule titled ‘teachers’ teaching experience and students’ learning outcomes interview
schedule’. The inventory consisted eight items. Items 1-6 elicited information on the name of the
school, its ___location (whether urban or rural), school type, students’ enrolment, number of classes
and number of years of teaching experience of teachers. Item 7 requested for data on students’
grades in four core subjects (Nigerian National Policy on Education, 1998) in the junior secondary
certificate (JSC) examinations for three years 1997, 1998 and 1999. Item 8 requested for data on
students’ grades in five other core subjects namely English Language, Mathematics, Physics,
Chemistry and Biology in the year 2000, 2001 2002 and 2003 SSC examinations. The data
collected were analysed with the use of percentages, chi-square test, correlation coefficient and t-
test. The semi-structured interview was conducted with 36 principals and 36 education officers
randomly selected from a population of 257 principals and 351 education officers in the State’s
Ministry of Education. The proportion of the number of responses was computed through the
content analysis technique based on a maximum obtainable score of 100% (Easterby-Smith,
Thorpe, & Lowe 1996).

11
Data Analysis
Distribution of teachers on the basis of teaching experience by urban and rural secondary
schools
In responding to this question, data on the number of schools having teachers with varying
numbers of years of teaching experience were collected and analysed with the use of percentages.
The findings are indicated in Table 1.

Table 1 8umber of teachers with years of teaching experience by ___location

Schools having more teachers with Chi square
Location varying number of teaching experience Total (Pearson) Signif.
Above 12 9-12 5-8 Below 5
years years years years 13.2 .00
Rural 10 12 21 19 62
Urban 13 23 47 35 118
Total 23 35 68 54 180

As shown in Table 1, 13 urban schools (56.5 %) out of the 23 schools had more teachers with
above 10 years teaching experience while rural only 10 schools (43.5%) had above years teaching
experience. On the other hand, 35 urban schools (64.8%) out of the 54 schools had more teachers
with below five years teaching experience while only 19 rural schools (35.2%) had more teachers
with below five years teaching experience. As such, urban schools had relatively more teachers with
longer years teaching experience than rural schools. The chi square analysis shows significant
relationship between school-___location and teaching experience.
Level of students’ learning outcomes in schools
Students’ learning outcomes was examined in this study in terms of the performance level of
students in the junior secondary certificate (JSC) and the senior secondary certificate (SSC)
examinations. In determining the level of students’ learning outcomes in the schools, performance
in the two terminal level examinations (JSC and SSC examinations) was computed. Thus, the
frequency counts of the number of students who obtained credit grades 1 to 6 (credit grades) in each
subjects in the examinations were transformed from discrete data into continuous data through
secondary analysis. The weighted average performance is computed using the formula:
n1 A1 + n 2 A2 + n3 A3 + n4 C 4 + n5 C 5 + n6 C 6
P=
+
Where P is performance
n1, n2 … n6 are number of times each grade occurs.
A1, A2, ……C6 = Numeric weights of each grade.
The level of students’ learning outcomes was determined in two stages. The first stage was the
determination of the level of performance of students in the core subjects in the junior secondary
certificate (JSC) examinations while the second stage was the determination of the level of
performance of students in the core subjects in the senior secondary certificate (SSC)
examinations. The grades obtained by students in the JSC and SSC examinations in the various
subjects were collected form the State’s Ministry of Education. Table 2 shows the performance level
of the students in the core subjects in the junior secondary certificate (JSC) examinations.

12
 Table 2 Performance level of students in the JSC examinations in Ondo State, 8igeria
Integrated
Years English language Mathematics Science Social Studies
% % % %
1997 45.7 37.2 43.5 46.4
1998 46.3 39.6 47.7 49.1
1999 49.1 58.5 51.2 52.9
Source: Statistics Division, Ministry of Education, Akure

As indicated in Table 2, the performance level of students in each of the four subjects in the junior
secondary certificate examinations was low. In the senior secondary certificate (SSC)
examinations, low-level results were also obtained in the State. Table 3 shows the findings.
Table 3 Performance in the SSC Examinations in Ondo State, 8igeria
English
Years language Mathematics Physics Chemistry Biology
% % % % %
2000 4 10 8 23 10
2001 5 12 11 25 16
2002 8 15 18 27 24
Source: Statistics Division, Ministry of Education, Akure

As shown in Table 3, the performance level of students was also low in each of the subjects in the
SSC examinations for the three years. This tends to confirm the low level of students’ learning
outcomes in the schools.

Relationship between teachers’ teaching experience and students’ learning outcomes as

measured by their performance in SSC examinations
In analysing this question, correlation analysis was utilised and a correlation matrix was derived.
The findings are indicated in Table 4.
Table 4 Correlation Matrix in Respect of Each Pair of Variables
Credit
Variables Scores School Exp. Exp. Exp. Exp. Exp.
SSC 2003 Location English Math. Physics Chemistry Biology
Credit Scores SSC 2003 1.00
School Location .41* 1.00
Exp. English. .28* .39* 1.00
Exp. Math. .25* .34* .32* 1.00
Exp. Physics. .27* .29* .24* .42* 1.00
Exp. Chemistry. .34* .36* .32* .38* .41* 1.00
Exp. Biology. .38* .35* ..43* .38* .26* .43* 1.00
*P< 0.05

In Table 4, the correlation matrix shows the correlation coefficients between each pair of variables
and their respective probability ‘p’ which was less than 0.05 level of significance for each pair of
variables. This shows that there was a significant relationship between each pair of variables. It
further shows a significant relationship between teachers’ teaching experience and students’
learning outcomes as measured by their performance in SSC examinations in the Stats.

13
Difference in the performance of students between schools having more teachers with above
twelve years teaching experience and schools having more teachers with twelve years and less
than twelve years teaching experience in the SSC examinations
In response to this problem, the research question was transformed to the following hypothesis:
Ho: There was no significant difference in the achievement of students in SSC examinations schools
having more teachers with above twelve years teaching experience and schools having more teachers
with twelve years and less than twelve years teaching experience in Ondo State, +igeria.
In testing the null hypothesis, data on the SSC results in English Language, Mathematics, Physics,
Chemistry and Biology for year 2001 were used. The schools were classified into two groups. The
first group consisted of schools having more teachers with above twelve years teaching experience
while the second group contained schools having more teachers with twelve years and less than
twelve years teaching experience. The t- test findings are shown in Table 5.
Table 5 Results of the t-test analysis of the scores
Schools having
teachers with
years of Teaching t- 2 Tail
Subjects Experience. 8 Mean SD Variances df value Signif.
> 12 Years 118 .21 .22 Equal 178 4,52* .00
English
<12 Years 62 .11 .12
> 12 Years 118 .20 .21 Equal 178 5.61* .00
Mathematics
< 12 Years 62 .09 .08
> 12 Years 118 .21 .22 Equal 178 6.72* .00
Physics
< 12 Years 62 .11 .10
> 12 Years 118 .24 .23 Equal 178 6.43* .00
Chemistry
< 12 Years 62 .13 .12
> 12 Years 118 .28 .27 Equal 178 7.45* .00
Biology
<12 Years 62 .14 .15
*p < 0.05

As indicated in Table 5, the t- test shows equal variances while the calculated t- value was greater than
the table t-value in each of the subjects. Hence, the probability ‘p’ was less than 0.05 in all the
subjects. This indicates a significant difference in the achievement of students between schools having
more teachers with above twelve years teaching experience and schools having more teachers with
twelve years and less than twelve years teaching experience in the subjects. Schools having more
teachers with above twelve year teaching experience achieved better results than schools having
teachers with twelve years and less than twelve years teaching experience. The mean scores were
higher in schools having more teachers with above twelve years teaching experience than in
schools having more teachers with twelve years and less than twelve years of teaching experience.

Analysis of the interviews

The use of the interview to supplement questionnaires has been emphasised by many researchers
(Warwick and Lininger 1975, Weisberg and Bowen, 1977). Warwick and Lininger (1975) for
instance, remarked that a survey interview is a form of verbal interaction designed to obtain
information about a study. Weisberg and Bowen (1977) too, reported that the interview is an
instrument designed to assist in getting candid answers from respondents. They argued that
personal interviews can be used to obtain large amounts of information. In selecting the 36
principals, therefore, consideration was given to the urban and rural ___location of schools as well as the
principals to be interviewed. Hence, 2 principals were selected from each of the 18 local government
areas in the State thereby making a total of 36 principals in the sample. Two education officers were
also selected from each of the 18 local government areas thereby making a total of 36 education
officers. Considering the suggestions made by Oppenheim (1992 p.70) that the interview should be
natural, maintaining the fiction of an interesting conversation, the researcher itemised the topics on

14
which questions would be raised. At the end of the interviews, the responses were analysed using the
content analysis technique which involved counting the number of responses per question and finding
the proportion of the number of respondents who made the responses. The findings made are as
follows:
Question 1 Do you think that there were enough teachers having long years of teaching
experience in secondary schools in the State?
Responding to this question, 19 of the principals (95%) and 16 of the education officers were of
the opinion that there was inadequacy in the number of experienced teachers in secondary schools
in the State, They claimed that a visit to most schools would reveal that most of the experienced
teachers in the various subjects had either retired or left the teaching profession for other lucrative
jobs thereby making the turnover rate among secondary school teachers to be somehow high in the
State.
Question 2 Do you think that experienced teachers in the various subjects could bring about
better performance among students in secondary schools in the State?
In response to this question, all the principals (100%) and 18 of the education officers (90%)
reported that considering the common saying that experience is the best teacher, teachers of long
years of teaching experience always have better ways of teaching, better strategies or methods to
apply at any given situation and better ways of bringing the subject matter being taught to students.
According to them, this would inevitably lead to better students’ learning outcomes in schools.

Question 3 Do you think that there is any relationship between the availability of teachers with
long years of teaching experiences in schools and students learning outcomes ?
Answering this question, all the principals (100%) and education officers (100%) reported that the
presence of teachers with long years of teaching experience in schools has much relationship with
students’ learning outcomes. They claimed that as major inputs into the school’s system and the hub
of the educational system, teachers are a force to reckon with in schools in terms of effective
teaching and better learning outcomes.
Question 4 Do you think that there are more teachers with long years of teaching experience in
urban schools at the expense of rural schools?
In response to this question, 17 of the principals (85%) and 19 of the education officers were of the
view that experienced teachers are more in urban secondary schools than in rural schools in the
State. As many as 19 of the principals (95%) and 18 of the education officers (90%) also claimed
that experienced teachers leave rural schools at a high rate because many of them perhaps do not
want to work on rural areas thereby making the turnover rate of teachers to be higher in rural
schools than in urban schools.
Question 5 Give suggestions that could bring about an improvement?
Responding to this question, all the principals (100%) 18 of the education officers (90%) suggested
that teachers should be given better motivation in terms of better incentives to make them stay on the
job. They also suggested that schools could engage the services of some retired teachers in certain
subjects such as English language, mathematics, physics chemistry and biology which are core
subjects in secondary school curriculum. This would assist schools in their deriving better teaching
strategies that could lead to better learning outcomes in students and better performance in the senior
secondary certificate examinations.

Discussion
In the foregoing, the analysis of data in respect of the relationship between teacher experience and
students learning outcome was made. The findings showed a significant relationship between
teachers’ teaching experience and students’ academic achievement in the SSC examinations in Ekiti
State, Nigeria. The findings indicating significant differences in the students’ achievement in all the
subjects were consistent with Al-methen’s (1983) findings in Kuwait who reported that teachers’

15
teaching behaviours were strongly related to pupils’ achievement. The findings were in agreement
with Razouki’s (1987) findings in Iraq which emphasized that teaching experience correlated
significantly and positively with academic achievement. They were also in consonance with Kwari’s
(1989) findings in Sokoto State, Nigeria indicating that teaching experience was significantly
related to students’ achievement.
The findings were however, in contrast with the findings made by Zaku (1983) who found in the
former Gongola State, Nigeria that teaching experience had a non-significant standardized partial
regression of - 0.06 and it made little contribution to the explained variance, The findings were also
at variance with Dewalt’s (1986) findings which showed no significant difference between
teachers with teaching experience and teachers without teaching experience on teacher
competencies in teaching methodology . The findings were in contrast with those of Schneider
(1988) who found no statistical difference between novice and experienced teachers in relation to
students’ achievement.
The findings were however consistent with those of Heffley (1983) who discovered in Kansas,
USA that the first-year teachers experienced significantly more classroom teaching problems than
did teachers with more years of teaching experience while Sweeney (1989) reported that schools in
Mississippi USA which scored in the lower 10% on the Mathematics portion of the American
College Test (ACT) had teachers with more years of teaching experience. The findings supported
those of Gomwalk (1986) who remarked that inexperienced teachers who fumble as they teach
could only succeed in frustrating and scaring away science oriented students.
The findings were also consistent with those of Jones (1997) who claimed that students tend to
achieve better results when taught by teachers with more years of teaching experience. The
findings agreed with Adeyegbe’s (2002) findings indicating that many students perform poorly in
WAEC examinations in topics where teachers found difficult to teach as a result of in-experience
in teaching methodology and content. Supporting this point, Oderinde (2003) remarked that
teaching of students by unqualified teachers who are inexperienced in teaching methodology are
among the reasons why many candidates find it difficult to pass their examinations. The responses
made by the interviewees to the questions raised at the interview tend to buttress the findings of the
study. They were of the view, however, that the inspection of schools by the State’s Ministry of
Education was not sufficient. Considering the common saying that experience is the best teacher, it
is necessary to note that teachers who have been exposed to long years of teaching experience have
the opportunity of attending the conference marking of scripts organised by the Examinations
Councils thereby making them accustomed with the marking scheme in the various subjects and
enhancing better teaching strategies. teachers cannot be ignored in the overall conclusion if the views
of the interviewees were regarded as complementary to the findings of this study. As key inputs into
the school’s system and the hub of the educational system, teachers are a force to reckon with in
schools. But it seems that experienced teachers are not in large numbers in schools. teachers’
Although the interviewees’ responses were personal opinions, they cannot be totally ruled out as
they tend to supplement the findings of this study.
Conclusion
The first conclusion in this study is that teaching experience was significant with students’ learning
outcomes in secondary schools in Ondo State of Nigeria. Schools having more teachers with above
twelve years and above teaching experience achieved better results than schools having more teachers
with twelve years and below twelve years teaching experience. This suggests that teaching
experience is a critical variable in students’ learning outcomes in schools. The findings also led
the researcher to conclude that teachers with less than twelve years teaching experience are many
in secondary schools in the State. This implies that perhaps, the turnover rate of experienced
teachers might possibly have been very high in the schools. Based on the findings, it is
recommended that the State Government should endeavour to encourage teachers to stay on the
job through the provision of more incentives and fringe benefits for teachers. The State’s Ministry
of Education should intensify more efforts in the inspection and monitoring of schools to ensure
that teachers stay on the job. Likewise, more studies need to be conducted on teacher turnover rate
in schools.

16
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