Influence of Teacher Demand and Supply on Students’ Academic Performance in North-West, Nigeria

Adedeji Israel Olusegun; Okonkwo Onyekachi Ihuoma; Adegbile-Nnaedozie Oluchi; Yakubu Dauda

doi:doi:10.11648/j.frontiers.20220202.13

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Influence of Teacher Demand and Supply on Students’ Academic Performance in North-West, Nigeria

Adedeji Israel Olusegun, Okonkwo Onyekachi Ihuoma, Adegbile-Nnaedozie Oluchi, Yakubu Dauda

Published in Frontiers (Volume 2, Issue 2)

Received: 16 April 2022 Accepted: 5 May 2022 Published: 24 May 2022

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Abstract

The importance of teachers in developing human capacity needed for nation building cannot be over-emphasized. However, Nigeria, as a nation is experiencing student population explosion while the number of teachers is decreasing especially at the basic level. Therefore, this study investigated influence of teacher demand and supply on students’ academic performance at upper basic schools in North-west, Nigeria. One research question and three hypotheses were raised to guide the study. A descriptive research design of survey type was employed for the study. The population for this study was 6,126 principals in upper basic schools in the North-west, Nigeria whilea sample size of 356 was determined through the Research Advisors (2006) at 95% confidence level and 5% margin of error. Stratified and purposive sampling techniques were used to select the sample. Two researcher instruments entitled ‘Students Academic Performance Inventory” (SAPI) and a questionnaire titled ‘Teacher Demand, Supply and Students’ Academic Performance, TDSSAPQ’ were validated by five experts and used for this study. The reliability of the questionnaire was done using test-retest method within the interval of four weeks and was analysed through the use of Chronbach Alpha and reliability co-efficient of 0.84 was obtained. Descriptive statistic of Percentage was used to analyse the trend of students’ academic performance while multiple regression was used to analyse the main hypothesis and Pearson Product-Moment Correlation was used to analyse the operational hypotheses at 0.05 level of significance. The findings of this study revealed that there was effectiveness in the trend of students’ academic performance of upper basic schools in North-west, Nigeria (1,726,934 (93%) passed and 131,960 (7%) failed); also, there was a positive significant inter-relationship among teacher demand, supply and students’ academic performance; positive significant relationship between teacher demand and students’ academic performance (r-value = .014, p-value = 1.014); and teacher supply and students academic performance (r-value = .053, p-value = .041). This study recommended that more teachers are needed and should be employed in UBE schools North-west, Nigeria to teach core subjects like Mathematics, English Language, Introductory Technology and Science Subjects for better improvement of students’ academic performance.

Published in	Frontiers (Volume 2, Issue 2)
DOI	10.11648/j.frontiers.20220202.13
Page(s)	98-103
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2022. Published by Science Publishing Group

Keywords

Demand and Supply, Teacher, Academic Performance, Basic Education

References

[1]	Federal Government of Nigeria (2013). National policy on education Lagos: Federal Ministry of Education.
[2]	Subair, S. T. &Talabi, R. B. (2015). Teacher shortage in Nigerian schools: Causes, effects and administrators coping strategies. Asia Pacific Journal of Education, Arts and Sciences. 2 (4) 31-37.
[3]	Nwogwu W. E (2007). Patterns of authorship in the biomedical literature of Nigeria. LIBRES 17: 1-28.
[4]	UNESCO, (1997), Teachers as lifelong learners: Case studies of innovative in-service training programmes in the E-9 Countries, Paris.
[5]	Fafunwa, A. B. (1974). History of education in Nigeria. London: Clark, Doble and Brendon Ltd.
[6]	Taiwo, C. O. (1985). The Nigerian education system: Past, present and future. Lagos: Thomas Nelson (Nig) Ltd.
[7]	Adesina, S. (1985). The Development of modern education in Nigeria, Ibadan: Courage Printing Works.
[8]	Ricarda, S., Anja, M., Weidinger, A. F, Wirthwein, L., (2015). Academic Achievement. DOI: 10.1093/obo/9780199756310-0108.
[9]	Murunga, F., Kilaha, K. &Wanyonyi, D. (2013) Emerging issues in secondary school education in Kenya. International Journal of Advanced Research, 1 (3), 231-240.
[10]	Wilmut, J., &Yakasi, M. I. (2006). A brief review of the assessment of student achievement in Kaduna, Kano and Kwara States of Nigeria. DfID/World BankSESP preparationmission. Retrievedon 10/03/18 at https://www.mypastquestion.com/junior-school-certificate-examination-jsce/
[11]	Afolabi, F. O. (2004). The demand supply and utilization of secondary school teachers in the period of socio-economic stress in Ondo State, Nigeria. Unpublished Ph.D. thesis University of Ilorin, Ilorin, Nigeria.
[12]	Illiasu, T. (2009). Projection of secondary schools teacher demand and supply inKwara State. Unpublished M.ED. Thesis, University of Ilorin.
[13]	Tomori, T. F. (2003). Relationship among teachers supply, utilization and students’ academic performance in Offa L. G. A secondary school. Unpublished M.Ed Dissertation, University of Ilorin, Ilorin, Nigeria.
[14]	Tijani, A. A. (2011). Supply, utilization of teachers and students academic performance in Kwara State public secondary schools. Unpublished Ph.D Thesis, University of Ilorin, Ilorin, Nigeria.
[15]	Muritala, A. T. (2015). Influence of lecturer demand and utilisation on organisational effectiveness of polytechnics in Zamfara State, Nigeria. Unpublished Ph.D. Dissertation. University of Ilorin, Ilorin Nigeria.
[16]	Adebayo, S. S. (2018). Teacher market forces and students’ academic achievement in upper basic schools Zamfara State, Nigeria. Unpublished Ph. D. Thesis University of Ilorin, Ilorin, Nigeria.
[17]	Adedeji, I. O. (2010). Influence of teachers’ supply and capacity building on students’ academic performance in junior secondary schools in Gusau local government area, Zamfara State. Unpublished M. Ed. Thesis University of Ilorin, Ilorin, Nigeria.
[18]	Andrew, J. O. (2000). Teacher supply and demand surprises from primary research. Educational policy analysis achievers. 1 (5), 15-21.
[19]	Oyebode, K. (2000). Economics for senior secondary schools. Ibadan: Dokun Publishing House.

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Adedeji Israel Olusegun, Okonkwo Onyekachi Ihuoma, Adegbile-Nnaedozie Oluchi, Yakubu Dauda. (2022). Influence of Teacher Demand and Supply on Students’ Academic Performance in North-West, Nigeria. Frontiers, 2(2), 98-103. https://doi.org/10.11648/j.frontiers.20220202.13

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Adedeji Israel Olusegun; Okonkwo Onyekachi Ihuoma; Adegbile-Nnaedozie Oluchi; Yakubu Dauda. Influence of Teacher Demand and Supply on Students’ Academic Performance in North-West, Nigeria. Frontiers. 2022, 2(2), 98-103. doi: 10.11648/j.frontiers.20220202.13

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AMA Style

Adedeji Israel Olusegun, Okonkwo Onyekachi Ihuoma, Adegbile-Nnaedozie Oluchi, Yakubu Dauda. Influence of Teacher Demand and Supply on Students’ Academic Performance in North-West, Nigeria. Frontiers. 2022;2(2):98-103. doi: 10.11648/j.frontiers.20220202.13

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@article{10.11648/j.frontiers.20220202.13,
  author = {Adedeji Israel Olusegun and Okonkwo Onyekachi Ihuoma and Adegbile-Nnaedozie Oluchi and Yakubu Dauda},
  title = {Influence of Teacher Demand and Supply on Students’ Academic Performance in North-West, Nigeria},
  journal = {Frontiers},
  volume = {2},
  number = {2},
  pages = {98-103},
  doi = {10.11648/j.frontiers.20220202.13},
  url = {https://doi.org/10.11648/j.frontiers.20220202.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.frontiers.20220202.13},
  abstract = {The importance of teachers in developing human capacity needed for nation building cannot be over-emphasized. However, Nigeria, as a nation is experiencing student population explosion while the number of teachers is decreasing especially at the basic level. Therefore, this study investigated influence of teacher demand and supply on students’ academic performance at upper basic schools in North-west, Nigeria. One research question and three hypotheses were raised to guide the study. A descriptive research design of survey type was employed for the study. The population for this study was 6,126 principals in upper basic schools in the North-west, Nigeria whilea sample size of 356 was determined through the Research Advisors (2006) at 95% confidence level and 5% margin of error. Stratified and purposive sampling techniques were used to select the sample. Two researcher instruments entitled ‘Students Academic Performance Inventory” (SAPI) and a questionnaire titled ‘Teacher Demand, Supply and Students’ Academic Performance, TDSSAPQ’ were validated by five experts and used for this study. The reliability of the questionnaire was done using test-retest method within the interval of four weeks and was analysed through the use of Chronbach Alpha and reliability co-efficient of 0.84 was obtained. Descriptive statistic of Percentage was used to analyse the trend of students’ academic performance while multiple regression was used to analyse the main hypothesis and Pearson Product-Moment Correlation was used to analyse the operational hypotheses at 0.05 level of significance. The findings of this study revealed that there was effectiveness in the trend of students’ academic performance of upper basic schools in North-west, Nigeria (1,726,934 (93%) passed and 131,960 (7%) failed); also, there was a positive significant inter-relationship among teacher demand, supply and students’ academic performance; positive significant relationship between teacher demand and students’ academic performance (r-value = .014, p-value = 1.014); and teacher supply and students academic performance (r-value = .053, p-value = .041). This study recommended that more teachers are needed and should be employed in UBE schools North-west, Nigeria to teach core subjects like Mathematics, English Language, Introductory Technology and Science Subjects for better improvement of students’ academic performance.},
 year = {2022}
}

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TY  - JOUR
T1  - Influence of Teacher Demand and Supply on Students’ Academic Performance in North-West, Nigeria
AU  - Adedeji Israel Olusegun
AU  - Okonkwo Onyekachi Ihuoma
AU  - Adegbile-Nnaedozie Oluchi
AU  - Yakubu Dauda
Y1  - 2022/05/24
PY  - 2022
N1  - https://doi.org/10.11648/j.frontiers.20220202.13
DO  - 10.11648/j.frontiers.20220202.13
T2  - Frontiers
JF  - Frontiers
JO  - Frontiers
SP  - 98
EP  - 103
PB  - Science Publishing Group
SN  - 2994-7197
UR  - https://doi.org/10.11648/j.frontiers.20220202.13
AB  - The importance of teachers in developing human capacity needed for nation building cannot be over-emphasized. However, Nigeria, as a nation is experiencing student population explosion while the number of teachers is decreasing especially at the basic level. Therefore, this study investigated influence of teacher demand and supply on students’ academic performance at upper basic schools in North-west, Nigeria. One research question and three hypotheses were raised to guide the study. A descriptive research design of survey type was employed for the study. The population for this study was 6,126 principals in upper basic schools in the North-west, Nigeria whilea sample size of 356 was determined through the Research Advisors (2006) at 95% confidence level and 5% margin of error. Stratified and purposive sampling techniques were used to select the sample. Two researcher instruments entitled ‘Students Academic Performance Inventory” (SAPI) and a questionnaire titled ‘Teacher Demand, Supply and Students’ Academic Performance, TDSSAPQ’ were validated by five experts and used for this study. The reliability of the questionnaire was done using test-retest method within the interval of four weeks and was analysed through the use of Chronbach Alpha and reliability co-efficient of 0.84 was obtained. Descriptive statistic of Percentage was used to analyse the trend of students’ academic performance while multiple regression was used to analyse the main hypothesis and Pearson Product-Moment Correlation was used to analyse the operational hypotheses at 0.05 level of significance. The findings of this study revealed that there was effectiveness in the trend of students’ academic performance of upper basic schools in North-west, Nigeria (1,726,934 (93%) passed and 131,960 (7%) failed); also, there was a positive significant inter-relationship among teacher demand, supply and students’ academic performance; positive significant relationship between teacher demand and students’ academic performance (r-value = .014, p-value = 1.014); and teacher supply and students academic performance (r-value = .053, p-value = .041). This study recommended that more teachers are needed and should be employed in UBE schools North-west, Nigeria to teach core subjects like Mathematics, English Language, Introductory Technology and Science Subjects for better improvement of students’ academic performance.
VL  - 2
IS  - 2
ER  -

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Author Information

Adedeji Israel Olusegun

Department of Educational Foundations, Federal College of Education (Technical), Gusau, Nigeria
Okonkwo Onyekachi Ihuoma

Department of Adult and Non-Formal Education, Federal College of Education (Technical), Gusau, Nigeria
Adegbile-Nnaedozie Oluchi

Department of Educational Psychology, Guidance and Counseling, Federal College of Education (Technical), Gusau, Nigeria
Yakubu Dauda

Department of Adult and Non-Formal Education, Federal College of Education (Technical), Gusau, Nigeria

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APA Style

Adedeji Israel Olusegun, Okonkwo Onyekachi Ihuoma, Adegbile-Nnaedozie Oluchi, Yakubu Dauda. (2022). Influence of Teacher Demand and Supply on Students’ Academic Performance in North-West, Nigeria. Frontiers, 2(2), 98-103. https://doi.org/10.11648/j.frontiers.20220202.13

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ACS Style

Adedeji Israel Olusegun; Okonkwo Onyekachi Ihuoma; Adegbile-Nnaedozie Oluchi; Yakubu Dauda. Influence of Teacher Demand and Supply on Students’ Academic Performance in North-West, Nigeria. Frontiers. 2022, 2(2), 98-103. doi: 10.11648/j.frontiers.20220202.13

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AMA Style

Adedeji Israel Olusegun, Okonkwo Onyekachi Ihuoma, Adegbile-Nnaedozie Oluchi, Yakubu Dauda. Influence of Teacher Demand and Supply on Students’ Academic Performance in North-West, Nigeria. Frontiers. 2022;2(2):98-103. doi: 10.11648/j.frontiers.20220202.13

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@article{10.11648/j.frontiers.20220202.13,
  author = {Adedeji Israel Olusegun and Okonkwo Onyekachi Ihuoma and Adegbile-Nnaedozie Oluchi and Yakubu Dauda},
  title = {Influence of Teacher Demand and Supply on Students’ Academic Performance in North-West, Nigeria},
  journal = {Frontiers},
  volume = {2},
  number = {2},
  pages = {98-103},
  doi = {10.11648/j.frontiers.20220202.13},
  url = {https://doi.org/10.11648/j.frontiers.20220202.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.frontiers.20220202.13},
  abstract = {The importance of teachers in developing human capacity needed for nation building cannot be over-emphasized. However, Nigeria, as a nation is experiencing student population explosion while the number of teachers is decreasing especially at the basic level. Therefore, this study investigated influence of teacher demand and supply on students’ academic performance at upper basic schools in North-west, Nigeria. One research question and three hypotheses were raised to guide the study. A descriptive research design of survey type was employed for the study. The population for this study was 6,126 principals in upper basic schools in the North-west, Nigeria whilea sample size of 356 was determined through the Research Advisors (2006) at 95% confidence level and 5% margin of error. Stratified and purposive sampling techniques were used to select the sample. Two researcher instruments entitled ‘Students Academic Performance Inventory” (SAPI) and a questionnaire titled ‘Teacher Demand, Supply and Students’ Academic Performance, TDSSAPQ’ were validated by five experts and used for this study. The reliability of the questionnaire was done using test-retest method within the interval of four weeks and was analysed through the use of Chronbach Alpha and reliability co-efficient of 0.84 was obtained. Descriptive statistic of Percentage was used to analyse the trend of students’ academic performance while multiple regression was used to analyse the main hypothesis and Pearson Product-Moment Correlation was used to analyse the operational hypotheses at 0.05 level of significance. The findings of this study revealed that there was effectiveness in the trend of students’ academic performance of upper basic schools in North-west, Nigeria (1,726,934 (93%) passed and 131,960 (7%) failed); also, there was a positive significant inter-relationship among teacher demand, supply and students’ academic performance; positive significant relationship between teacher demand and students’ academic performance (r-value = .014, p-value = 1.014); and teacher supply and students academic performance (r-value = .053, p-value = .041). This study recommended that more teachers are needed and should be employed in UBE schools North-west, Nigeria to teach core subjects like Mathematics, English Language, Introductory Technology and Science Subjects for better improvement of students’ academic performance.},
 year = {2022}
}

Copy | Download

TY  - JOUR
T1  - Influence of Teacher Demand and Supply on Students’ Academic Performance in North-West, Nigeria
AU  - Adedeji Israel Olusegun
AU  - Okonkwo Onyekachi Ihuoma
AU  - Adegbile-Nnaedozie Oluchi
AU  - Yakubu Dauda
Y1  - 2022/05/24
PY  - 2022
N1  - https://doi.org/10.11648/j.frontiers.20220202.13
DO  - 10.11648/j.frontiers.20220202.13
T2  - Frontiers
JF  - Frontiers
JO  - Frontiers
SP  - 98
EP  - 103
PB  - Science Publishing Group
SN  - 2994-7197
UR  - https://doi.org/10.11648/j.frontiers.20220202.13
AB  - The importance of teachers in developing human capacity needed for nation building cannot be over-emphasized. However, Nigeria, as a nation is experiencing student population explosion while the number of teachers is decreasing especially at the basic level. Therefore, this study investigated influence of teacher demand and supply on students’ academic performance at upper basic schools in North-west, Nigeria. One research question and three hypotheses were raised to guide the study. A descriptive research design of survey type was employed for the study. The population for this study was 6,126 principals in upper basic schools in the North-west, Nigeria whilea sample size of 356 was determined through the Research Advisors (2006) at 95% confidence level and 5% margin of error. Stratified and purposive sampling techniques were used to select the sample. Two researcher instruments entitled ‘Students Academic Performance Inventory” (SAPI) and a questionnaire titled ‘Teacher Demand, Supply and Students’ Academic Performance, TDSSAPQ’ were validated by five experts and used for this study. The reliability of the questionnaire was done using test-retest method within the interval of four weeks and was analysed through the use of Chronbach Alpha and reliability co-efficient of 0.84 was obtained. Descriptive statistic of Percentage was used to analyse the trend of students’ academic performance while multiple regression was used to analyse the main hypothesis and Pearson Product-Moment Correlation was used to analyse the operational hypotheses at 0.05 level of significance. The findings of this study revealed that there was effectiveness in the trend of students’ academic performance of upper basic schools in North-west, Nigeria (1,726,934 (93%) passed and 131,960 (7%) failed); also, there was a positive significant inter-relationship among teacher demand, supply and students’ academic performance; positive significant relationship between teacher demand and students’ academic performance (r-value = .014, p-value = 1.014); and teacher supply and students academic performance (r-value = .053, p-value = .041). This study recommended that more teachers are needed and should be employed in UBE schools North-west, Nigeria to teach core subjects like Mathematics, English Language, Introductory Technology and Science Subjects for better improvement of students’ academic performance.
VL  - 2
IS  - 2
ER  -

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