Teacher Professional Qualities and Instructional Strategies’ Impact on Academic Performance in Igbo among Upper Basic Students in Education District IV, Lagos State, Nigeria

Abstract

The increasing demand and ever-dynamic nature for modernization of both the oral and written forms of language in response to the challenges of globalization place a herculean task on the qualities of the contemporary teachers of Nigerian languages (Igbo inclusive) who still use traditional instructional materials in their pedagogic functions. This study is an attempt to find out through experimental and survey research designs, the impact of qualifications and ICT skills competencies of the Igbo language teachers on the academic performance of the 21st century Upper Basic students learning Igbo. A total of 249 Upper Basic students and their 20 Igbo language teachers were purposively selected for the study from secondary schools in Education District IV, Lagos State, Nigeria. Two separate questionnaires of a Likert scale type were administered to the sampled participants. Data collected were analyzed using percentages and frequency counts. Findings showed that teachers have good qualities because they acquire the necessary knowledge and skills during their training, but they still use the teacher-centered mode of instruction. It was found that they still exhibit poor ICT skills and competencies. Thus, they do not use good and modern technological teaching methods during classroom instruction. Thus, students’ academic achievement in Igbo is influenced negatively. The study findings among others entail that conventional and individualized methods of instruction rank high as the prevalent instructional strategies adopted by the Igbo language teachers during classroom instruction at Upper Basic levels and there is no significant impact of teacher professional qualifications on the academic achievement of Upper Basic students in the Igbo language. Recommendations were made which include that teachers should be trained in the use of computer-assisted language learning application packages for classroom instruction through workshops, seminars and induction courses; and that the Igbo language teachers need intensive training in computer applications that can assist them to prepare and produce electronic teaching and instructional materials for the 21st century Igbo learners. This would offer them the opportunity to use the computerized method more intensively and more frequently to meet the required standard of the globalized era as stipulated by UNESCO. Hence, students' academic performances in Igbo would also be influenced positively.