Bsc Research Materials

THE EFFECTS OF TEACHERS’ QUALIFICATION ON STUDENT’S ACHIEVEMENT IN JUNIOR SECONDARY SCHOOL IN ENUGU NORTH LGA

TITLE PAGE

BY

DEPARTMENT OF SOCIAL STUDIES EDUCATION
FACULTY OF EDUCATION, _______ UNIVERSITY

A RESEARCH WORK SUBMITTED TO THE DEPARTMENT OF SOCIAL STUDIES EDUCATION, FACULTY OF EDUCATION, IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF BACHELOR OF EDUCATION (B. ED)

SUPERVISOR: _______

May, 2025.


CERTIFICATION
This is to certify that I, Gabriel Ken, with the registration number ________ of the Department of Social Studies Education in the Faculty of Education, have satisfactorily completed the requirements for the award of the degree of Bachelor of Education (B.Ed.). The work embodied in this project is original and has not, to the best of my knowledge, been submitted or presented elsewhere.


Name Date.


APPROVAL PAGE
This project has been approved by the Department of Social Studies Education, Faculty of Education, ___________.

__________________ _______________
Date.
(Supervisor)

_______________________ _______________
Date
(Head of Department)

__________________ __________________
Date
(Dean of Education)

_________________ ________________
External Examiner Date

DEDICATION
I dedicate this project to God Almighty, my creator, my strong pillar, the author and the finisher of my faith for giving me the strength, courage, and good health.

ACKNOWLEDGEMENTS
I thank the Almighty God for his profound mercies and grace for the time, energy, resources he provided to me throughout the period of my studies and for making me what I am today.
I also wish to place on record my appreciation and gratitude to the following individuals for their contributions in making this work a success.
First and foremost, my regards goes to my beloved parents Mr. and Mrs. Onynyili for their support, encouragement and mostly in financial need. And to my siblings for their active participation and encouragement to make this work comes to an end.
I am deeply indebted to my project supervisor Dr. Ezeugwu whose unreserved encouragements, advices, corrections, patience and wealth of experiences made me to have my dream fulfilled successfully. I went through the rigors of writing this long essay with joy because of his expertise supervision and fatherly advices. May God in his infinite mercy bless you and your family.
I also wish to thank all the lecturers in the Department of Social Studies Education for their effort and other lecturers who has help in different ways, my prayer is that God in his infinite and great mercy bless and protect you all.
To my best friends, guidance and well wishers who painstakingly developed engineered and reviewed the work from inception to conclusion, I owe you a lot but God knows the best.

Abstract
The study focus on the effects of teachers’ qualification on student’s achievement in Junior Secondary School in Enugu North LGA. The aim of this study is to assess the effects of teachers’ qualification on student’s achievement in Junior Secondary School in Enugu North LGA. The population of the study consists of 4000 student, the researcher adopted the Yamane Yaro formula for finite population (Yamane, 1973). Descriptive survey research was used for the study. Questionnaires were distributed, analyzed and presented in tables using simple percentage. It was recommended that Secondary schools should only engage qualified teachers to teach students in school. Schools should employ highly experienced teachers in the teaching of social studies in school. Adequate monitoring and supervisory activities shall be mounted to go round all schools when in session. Education administrators should organize seminars and workshops to update secondary school teachers on the need for qualification and experience in teaching.








TABLE OF CONTENTS
Cover page --------------------------------------------------------------------------
Title page --------------------------------------------------------------------------
Approval page -------------------------------------------------------------------------
Dedication -------------------------------------------------------------------------
Acknowledgement --------------------------------------------------------------------
Abstract -----------------------------------------------------------------
Table of contents ---------------------------------------------------------------------
Chapter One: introduction
Background of the study -------------------------------------------------------------
Statement of the problem ----------------------------------------------------------
Purpose of the study --------------------------------------------------------
Significance of the study ---------------------------------------------------------
Scope of the study --------------------------------------------------------
Research question ---------------------------------------------------------
Chapter two: review of related literature
Conceptual framework -----------------------------------------------------------
Theoretical framework -----------------------------------------------------------
Review of related empirical studies ------------------------------------------
Summary of review of related literature ----------------------------------
Chapter three: research methods/ methodology
Research design -------------------------------------------------------------
Area of the study ------------------------------------------------------------
Population of the study --------------------------------------------------
Sample and sampling technique --------------------------------------------
Instrument for data collection -----------------------------------------------
Validation of the instrument ------------------------------------------------
Reliability of the instrument -------------------------------------------------
Method of data collection ----------------------------------------------------
Method of data analysis -----------------------------------------------------
Chapter four: analysis of data and result
Research questions ----------------------------------------------------------
Chapter five: discussion, implications, recommendations, conclusions and summary of the study
Discussions of the results ---------------------------------------------------------
Conclusions ----------------------------------------------------
Educational implications ---------------------------------------------------------
Recommendations -------------------------------------------------------------------
Suggestion for further research ---------------------------------------------------
Summary of the study -------------------------------------------------------------
References --------------------------------------------------------------------------
Appendix A --------------------------------------------------------------------------
Appendix B --------------------------------------------------------------------------
Questionnaire --------------------------------------------------------------------------



CHAPTER ONE
INTRODUCTION
1.0 In this chapter, background of the study, statement of problem, purpose of the study, significance of the study, research questions, scope of the study were discussed.
1.1 Background of the study
Merriam-Webster Dictionary defines ‘qualification’ as a special skill or type of experience or knowledge that makes someone suitable to do a particular job or activity. Hence, teachers’ qualification skill or type of experience or knowledge he/she possess to make him or her suitable to teach. Teachers’ qualification could, therefore, mean all the skills a teacher requires to teach effectively. Such skills include formal education, experience, subject matter knowledge, pedagogy studies, duration of training. Certificate/licensing and profession development (Adeyemo, 2005).
Someone might have a teaching certificate at hand but without adequate knowledge of subject matter. This individual has no teaching qualification yet. Similarly, someone without proper knowledge of pedagogy or someone who spent few years in training Olaleye, (2011) without completing the required years does not possess teaching qualifications. Professional development and experience (Akinsolu, 2010) also count for teachers’ qualification because several studies have revealed this (Adesoji, & Olatunbosun, 2008). Qualification is one of the critical factors that drive sudents’ academic performance. Adu, & Olatundun, (2007) observed that one of the most important factors in the teaching process is the qualification of the teacher. The perspective of Adu, & Olatundun, (2007) was that teachers’ qualification can go a long way to bring about students’ higher academic achievement.
Teachers’ profession relates to competence in instruction and management of students and materials in the classroom (Patrick, 2005). Teachers’ qualifications, therefore, might not only be the certificate someone is holding as erroneously conceived by some people. Teachers’ qualifications are more than just holding a certificate of any institution. Findings form Olaleye, (2011) in her study on “Teachers’ qualification and their impact on students’ achievement ties teachers’ qualifications to seven indicators listed below:
Teachers’ formal education, Teacher’ education in the subject matter of teaching (in-field preparation), Teacher education in pedagogical studies, duration of the preparation period, certification and licensing status and years of experience (Olaleye, 2011).
These indictors are central to preparation in professional development activities because they act as a compass through which to navigate this review (Akinsolu 2010). Therefore, each of them will separately discussed in detail for proper understanding of what qualification are.
With the increased demands for accountability, in line with performance standard and with the growing demand for evidence-based policymaking, students, achievement is considered an accurate measure of teacher effectiveness and has become basis for value-added teacher assessment systems (Sanders, 2000; McCaffrey, Lockwood, Koretz, Louis, & Hamilton, 2004; Sandaers & Rivers, 2006).
These notions have also found favour in regard to the effectiveness of teacher education systems. After tracing the development and reform of teacher education in terms of the major questions shaping this field of education Cochran-Smith (2011) argues that “the outcome” question is what currently motivates teacher education research and policymaking. She sets down three ways in which the outcomes of teacher education are constructed. One of them, long-term impact outcomes, refers to the relationships between teacher qualification and student learning. Teachers’ qualification encompass teachers’ scores on tests and examinations, their years of experience, the extent of their preparation in subject matter and in pedagogy, what qualifications they hold in their area of expertise, and their ongoing professional development. Student learning is taken simply as the gain scores students attain on achievement tests. Cochran-Smith (2011) went on to posit the relationship between teacher qualification and student learning as the percentage of variance in student scores accounted for by teacher qualifications when other variables are held constant or adjusted.
In many countries, teacher qualifications that are considered to be related to student learning have become targets of education reform. However, the nature of this reform is under debate. Some perceive the main problem to be the low academic and cognitive level of those who go into the teaching profession and call for policies aimed at attracting more capable candidates through shorter, less regulated alternative routes (Ballou & Podgursky 2010; Goldhaber & Brewer, 2010; United States Department of Education, 2012). Others view the problem mainly as he result of inadequate teacher preparation and call for the “professionalization” of teacher education by making it longer, upgrading it to graduate programs, and regulating it through mechanisms of licensure, certifications, and promotion aligned with standards (Darling-Hammond, 2010; Darling-Hammond, Berry, & Thorenson, 2011; Darling Hammond, Chung, &Frelow, 2012; National Commission on Teaching and America’s Future, 2006).
The impact of these different approaches on student learning have been explored in several meta-analytic studies based mainly on United States data but also drawing from the databases of other countries. In Israel too, teacher qualifications have become the target of several recent reforms, such as those announced by different teacher unions (2004), the National Task Force for the Advancement of Education (Dovrat Committee, 2005), Organization for Economic Co-operation and Development, 2005 and the Committee of the Commission for Higher Education (Ariav, Olshtain, Alon, Back, Grienfeld, & Libman, 2006). The reforms suggested thus far envision improving the candidate selection process, upgrading the disciplinary preparation of teachers, opening advanced degree Master of Education (M.Ed) or Master of Teaching (M.Teach) programs, and providing opportunities for professional development. (Greenwald, Hedges, &Laine, 2006); Harris & Sass, 2007; Darling-Hammond, 2010; Ferrini-Mundy, 2011; Wilson, Darling-Hammond, &Berry, 2011; Santiago, 2012; Wyne &Youngs, 2013; Wilson, Floden 2013) other relevant studies have drawn more on local sources of data and have been targeted at specific (country-based) policies.
Given the relatively few studies conducted in Isreal on the impact of these recommended policies on student learning, and because of the conflicting results obtained from the many studies conducted elsewhere, the study documented in this article attempted to validate some of the assumptions at the basis of the suggested policies. More specifically, the study re-examined the extent to which advanced academic degrees, majoring in the field of teaching, years of teaching experience, and intensive participation in professional development activities all assumed to be cardinal teacher qualifications are indeed positively associated with students achievement in mathematics and science.
Ali (2009) observes that there are statistically relationship between teacher characteristics and student academic achievement. Adeyemo (2005) notes that teacher characteristics influenced teaching and learning in classrooms. Olaleye (2011) establishes that there was relationship between teachers characteristics and pupils performance. Gravestock & Gregor-Greenleaf (2008) states that the explanations for good or poor students’ academic performance have been quite exhaustive yet controversy still exists among scholars as to what contribute singly or jointly to students’ poor performance. The teacher characteristics found to be dominant in cross-country studies are related to; qualification, experience, attitude and personality.
Akinsolu (2010) asserts that availability of qualified teachers determined the performance of students in schools. Coonen (2007) emphasizes that teachers involved in in-service training were more effective in classrooms are compared to teachers who had not undergone training. Wirth & Perkins (2013) indicate the teacher’s attitude contributed significantly to student attention in classrooms whereas Adesoji & Olatunbosun (2008) illustrate that student attitude was related to teacher personality, Adu & Olatundun (2007) contend that teachers’ characteristics are strong determinants on students’ performance in secondary schools.
Scholars and researchers generally are in agreement that the school variables, which include teacher administration, perform a critical role in education achievement than other variables (Patrick, 2005). The important role of the teachers in the learning is inestimable. Teachers have a lot of influence on their classroom practices. Teachers should have and apply specific abilities without which their influence may not be reflected in their students’ performance in the subject. For students to be able to make connection between what is taught in school and its application in problem solving in real life, the teacher has to be effective in his teaching. There has been no consensus on the important of specific teacher factors, leading to the common conclusion that the existing empirical evidence does not find a strong role for teachers in the determination of academic achievement. This study therefore sought to investigate the influence of teacher characteristics in influencing students’ achievement.
1.2 Statement of the Problem
Poor achievement of students in their Junior School Certificate Examination. The Nigeria over the years have been blamed on teachers qualifications and their inexperience in pedagogy prowess source?
Studies have shown that teacher’s own knowledge of the content and ability to adequately deliver the instrument to the students has effect on students’ achievement. However, there has been no consensus on the important of specific teacher factors attributable to poor achievement of students leading to the common conclusion that the existing empirical evidence does not find a strong role for teachers in the determination of academic achievement. The teacher characteristics that are found to be dominant over cross-country studies are related to qualification, experience, attitude and personality. Similar study has not seen carried out in Enugu North Local Government Area of Enugu State, Nigeria. Hence, the impart of this study is to investigate the correlation between teacher qualifications and students’ achievement in Junior Secondary Schools in Enugu North Local Government Area of Enugu State.
1.3 Purpose of the Study
The main aim of the study is to investigate the effects of teachers’ qualification on student’s achievement in Junior Secondary School in Enugu North LGA. Specifically, the study intends to:
1. Compare the mean scores of students taught by teachers with high qualification and those taught by teachers with low qualification.
2. Determine the mean achievement scores of students taught by teachers with long time experience and short time experience.
1.4 Research Question
1. What are the mean achievement scores of students taught by teachers with high qualification and those taught by teachers with low qualification?
2. How does the mean achievement scores of students taught by teachers with long time experience compare with those taught by teachers with short time experience.
1.5 Hypotheses
The following null hypotheses guided the study and were tested at 0.05 level of significance
Ho1 :The mean achievement scores of students taught by teachers with higher qualification would not differ from those taught by teachers with low qualification
Ho2 :There is no significance difference in the mean achievement scores of students taught by teachers with long time experience and short time experience respectively

1.6 Significance of the Study
Theoretically, the findings from this study will help to open windows to the understanding of the theory of learning or psychology of learning.
Empirically, the findings from this study will be of immense benefit to teachers, students, both Federal and State Ministries of Education and Educational Institutions.
Teacher, Students Federal and States Ministries of Educationand educational instruction from Primary – Tertiary Institution.
1.7 Scope of the study
This study is concerned with investigating teachers’ qualification and students’ achievement in junior secondary schools achievement in social studies. There is the need to verify which if qualified teachers’ helps more in teaching and learning of social studies in junior secondary schools.

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ANTIBACTERIAL ACTIVITIES OF Carica papaya SEED AGAINST ENTERIC ORGANISMS

BY

_____________________________________

A RESEARCH PROJECT SUBMITTED TO THE DEPARTMENT OF MICROBIOLOGY,

MAY, 2025

This project has been presented and approved by _________ in partial fulfilment of the requirement for the award of Bachelor of Science, degree in microbiology from the department of microbiology, faculty of natural and applied sciences.

………………………….. …………………………….
Date

………………………. ……………………………
Date
Project supervisor

…………………………. ……………………………
Date
Head of department Microbiology



DEDICATION
This work is dedicated to God Almighty whose unfathomable love and inexhaustible grace made it possible for this work to be accomplished.

ACKNOWLEDGEMENT
I want to give thanks to God Almighty who has been guiding and protecting me throughout my project period. My deepest appreciation goes to my late mum, Mrs. Ngozi Nwosu and to my Dad Mr. Chukwubuike Nwosu, who started my academic foundation and for taking care of me. In a special way, my appreciation goes to my Sponsor, Dr. Anyozie David Kekeocha for making it possible for my tertiary education to be a reality and for providing for all my necessary needs. My spiritual director, Rev. Sis. Mary Odinakachukwu Nwosu for always being there spiritually, physical and financially.
My thanks goes to my supervisor Dr. (Mrs) Marian .N. Unachukwu for being there to correct and guide me during my project period, may God bless and Keep you. To my hard working lecturers in the Department of Biological Sciences Miss Irene Okoh, Mr. Simeon Okolo, Prof. J.I. Okafor, Emeritus Prof. N. Okafor, and Prof.Chidi Uhuegbu.
To my fellow students, I am grateful to be part of you all and thank you for the contributions and friendship shared together.

TABLE OF CONTENTS
Title page i
Approval page ii
Dedication iii
Acknowledgement iv
List of tables v
List of appendices vii
Abstract viii
CHAPTER ONE:
1.0 Introduction: 1
1.1 Aim 4
1.2 Objectives 4
CHAPTER TWO: LITERATURE REVIEW
2.0 Classification and Nomenclature 5
2.1 Origin and Distribution 5
2.2 Common Uses 5
2.3 Papaya Morphology 6
2.3.1 Stem 6
2.3.2 Leaves 6
2.3.3 Flowers 6
2.3.4 Fruits 7
2.3.5 Seeds 7
2.3.5 Peel 8
2.3.6 Latex 8
2.4 Other Uses 9
2.6 Cosmetic Benefits of Papaya 11
2.7 Allergies and Side Effects 11
2.7.1 Toxicity 12
2.7.2 Skin Discoloration 12
2.7.3 Free Radical Scavenging Acivity 12
2.7.4 Respiratory Distress 12
2.7.5 Gastrointestinal Symptoms 12
2.8 Nutritional Value of Carica papaya 13
CHAPTER THREE: MATERIALS AND METHOD
3.0 Collection of Plant Materials (Of Carrica papaya seed) 17
3.1 Extraction of Plant Materials 17
3.2 Antibacterial Activity 17
3.3 Preparation of Marcfarland Standard 18
3.4 Standardization of test organisms 18
3.5 Well diffusion assay 18
CHAPTER FOUR: RESULT 20
CHAPTER FIVE: DISCUSSION AND CONCLUSION 24
REFERRENCE 26


LIST OF TABLES
Table 1: Nutritive value of 100gm of Carica papya fruit 14
Table 2: Antibacterial activity of the Methanolic extract of Carica papaya seeds on enteric organisms. 20
Table 3: Antibacterial activity of the Aqueous extract of Carica papaya seeds on enteric organisms. 21

`

LIST OF FIGURES
Fig 1: Graphical representation of the antibacterial activity of the aqueous extract of carica papya seeds on enteric organisms. 22
Fig 2: Graphical representation of the antibacterial activity of the methanolic extract of carica papaya seeds on enteric organisms. 23


ABSTRACT
Lots of research has been conducted on Carica papaya and its antibacterial efficacy on bacterial pathogens and this led to this study on antibacterial activities of Carica papaya seed extract on enteric microorganisms. The seed extract was prepared in two ways; Aqueous and methanolic with varying concentration such as 25, 50, 75, 100 mg/ml respectively. The agar well diffusion method was used to assay the effect on standardized test organisms such as Staphylococcus aureus, Pseudomonas aeruginosa, Escherichia coli and Salmonella typhi. Also positive and negative control were used to truly have an accurate idea of how potent the seed extracts were when used in close compsarism with conventional drugs. The zone of inhibition was calculated at different concentrations of the seed extracts for both (aqueous and methanolic). There was inhibition of the test organisms at varying concentrations except Salmonella typhi which was inhibited at 100mg/ml for both forms of extract. Though it was revealed that both forms of the seed extract (aqueous and methanolic) were effective against the bacterial pathogens, however the methanolic had more potency compared to the aqueous extract.






CHAPTER ONE
1.0 INTRODUCTION
Carica papaya belongs to the family of Caricaceae, and several species of Caricaceae have been used as remedy against a variety of diseases (Alabi et al., 2012). Carica papaya is a neutraceutical plant having a wide range of pharmacological activities. The whole plant has its own medicinal value. Papaya is a powerhouse of nutrients and is available throughout the year. It is a rich source of threes powerful antioxidant vitamin C, vitamin A and vitamin E; the minerals, magnesium and potassium; the B vitamin pantothenic acid and folate and fiber (Aravind et al., 2013). The black seeds of the papaya are edible and have a sharp, spicy taste. They are sometimes ground and used as a substitute for black pepper. Dried papaya seeds actually look quite similar to peppercorns and can be used in just the same way. Sprinkle a little quantity over a meal, especially protein rich meals, is a simple way to add extra enzymes to your diet and improve your digestive appetite. The papaya seeds are very pungent and peppery, making them almost unpalatable. However the seeds seem to have more potent medicinal values than the flesh. Papaya seeds have antibacterial properties and are effective against Escherichia coli, Salmonella and Staphylococcus infections. Papaya seeds may protect the kidneys from toxin induced kidney failure. Papaya can eliminate intestinal parasites. It is used as heamoroid Cure for (piles) and typhoid and anti-helminthic and anti-amoebic properties (Aravind et al., 2013).
Enteric bacteria naturally live in the intestine of animals and humans; however some of these bacteria cause diarrhoea. Diarrhoea disease is one of the leading cause of illness in young children in Nigeria (Parashar et al; 2013). Diarrhoea disease are the cause of almost three million deaths annually mainly among children younger than five years of age, (Seung-Hak et al., 2006). Available report in Nigeria indicates that more than 315,000 deaths of pre-school age children are recorded annually as a result of diarrhoea disease (Babaniyi et al., 1991; Alabi et al; 1998).
The seed of papaya has antimicrobial activity against Trichomonas vaginali strophozoites. It could also be used in urinogenital disorder like trichomoniasis with care to avoid toxicity. The seeds, irrespective of its fruit maturity stages have bacteriostatic activity on gram positive and negative organisms which could be useful in treating chronic skin ulcer. However, little information exits on the antimicrobial property of Carica papaya dried and fresh leaves (Alabi et al., 2012). Recently, antifertility (Lohiya et al., 1999) antihelminthic (Satrija et al., 1995) and anti-inflammatory activity (Osho et al., 2007) have been reported. Carica papaya seeds possess moisture, proteins, fatty acids, and phospholipids, such as phosphotidylcholine and cardiolipin. Other compounds present in seeds are c farpaine, benzyl isothiocynate, benzyl glucosinolate, beta-sitosterol,caricin, enzyme myrosin. The well-studied proteinases from papaya are papain, chymopapain, caricain, and glycylendopeptidase. Papain occurs in all parts of the tree except the root (Anonymous, 1992).
Fruit and seed extracts have antibacterial activity against Bacillus cereus, Escherischia coli, and Pseudomonas aeuroginosa (Tang et al., 1972; Emeruwa et al., 1982). The juice is used for curing warts, cancer, and tumors. Leaves have beenpoulticed into nervous pains, elephantoid growths (Asolkar et al., 1992). The antihyperglycemic effect of unripe mature fruits and seeds of Carica papaya have also been reported (Olagunja, et al 1995; Adeneye and Olagunja, 2009).
Papaya leaves are made into tea as a treatment for malaria. Antimalarial and antiplasmodial activity has been noted in some preparations of the plant, the leaves of the papaya plants contain chemical compounds of karpain, Substance which kills microorganisms that often interfere with the digestive function (Udoh et al., 2005). Papaya leaf extracts have phenolic compounds, such as protocatechuic acid, p-coumaric acid, 5, 7- dimethoxycoumarin, caffeic acid, kaempferol, quercetin, chlorogenic acid (Romasi et al., 2011).Antimicrobials of plant origin effective in the treatment of infectious diseases and simultaneously mitigating many of the side effects often associated with synthetic antimicrobial agents have been discovered. Medical uses of plants range from the administration of the roots, barks, stems, leaves and seeds to the use of extracts and decoction from the plants (Iwu et al., 1999).
1.1 AIM
To determine the antibacterial effect of Carica papaya seed on enteric microorganism.
1.2 OBJECTIVES
To extract the active ingredients from Carica papaya seeds using two different solvents (water and methanol)
To determine the potency and efficacy of aqueous and methanolic seed extract of Carica papaya seed.

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