The Influence of Teacher's Qualification on Academic Performance of Biology Student in Senior Secondary School in Ekiti State.

The qualifications of teachers play a crucial role in shaping students’ academic
performance, particularly in science subjects like Biology. This study investigates the influence of
teacher's qualification on the academic performance of Biology students in senior secondary
schools in Ekiti State, Nigeria. The research examines how factors such as teachers' academic
qualifications, professional training, teaching experience, and certification impact students’
understanding and achievement in Biology. A descriptive survey research design was adopted for
the study. A stratified random sampling technique was used to select Biology teachers and Senior
Secondary School (SS1 – SS3) students from public and private schools in Ekiti State. Data was
collected through structured questionnaires and students’ academic records, and analyzed using
descriptive statistics (mean, percentage, frequency) and inferential statistics (correlation and
regression analysis). The findings revealed a significant relationship between teacher qualification
and students’ academic performance in Biology. Students taught by teachers with higher
qualifications, professional certifications, and extensive teaching experience performed better than
those taught by less qualified teachers. It was also observed that continuous teacher training and
the use of modern instructional methods positively influenced students' understanding and
engagement in Biology lessons. However, challenges such as lack of professional development
programs, inadequate teaching resources, and ineffective teaching strategies were identified as
factors limiting students' academic achievement. The study concludes that teacher qualification is
a key determinant of students’ academic success in Biology. It recommends that educational
stakeholders should prioritize teacher training, ensure the employment of qualified Biology
teachers, and encourage continuous professional development. Additionally, schools should
provide adequate instructional materials and laboratory facilities to enhance practical learning and
improve student outcomes in Biology. This research contributes to the ongoing discourse on the
impact of teacher quality on student achievement and provides valuable insights for policymakers,
educators, and school administrators seeking to improve Biology education in secondary schools.