ISSN: 2226-6348
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The study investigates the relationship between certified/non certified science teachers in the classroom vis-a` vis students’ achievement in chemistry in some secondary schools in North Eastern Nigeria. A purposive sampling technique was used and five schools were selected for the study. Results (1006 marks / scores) of students` end of course examinations, conducted by National Examinations Boards for the years, 2008, 2009 and 2010 were used for the work. Data collected were analyzed using descriptive and inferential statistics and to attest to the existence of any significance in the means above, the results were subjected to analysis of variance (ONEWAY-ANOVA, using SPSS VERSION 19). This was further subjected to SCHEFFE`S post hoc Tests and the results were highly significant. In order of priority, skills-acquired science professional teachers registered more successes than science trained professional teachers with experience. This might not be unconnected to the need for skill acquisition in our science classrooms.
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In-Text Citation: (Khan et al., 2015)
To Cite this Article: Khan, M. E., Kwaghe, Z. E., & Philip, A. A. (2015). Certified/Non-Certified Teacher in the Chemistry Classroom in North Eastern Nigeria: Who does a Better Job? International Journal of Academic Research in Progressive Education and Development, 4(1), 165–171.
Copyright: © 2015 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
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