A new study conducted by education researcher Nneamaka Chisom Nwafor has uncovered a crucial factor influencing student performance in chemistry: the qualifications and experience of their teachers. Focused on government senior secondary schools in the Bwari Area Council of the Federal Capital Territory (FCT), Abuja, the study provides compelling evidence that students perform significantly better when taught by highly qualified and experienced teachers.
For years, poor performance in chemistry has been a major concern in Nigeria’s education system, with students struggling to meet academic standards. While discussions have often centered on inadequate laboratory facilities, lack of funding, and outdated teaching resources, Chisom’s research shifts the focus to the educators themselves. “I wanted to understand why so many students struggle with chemistry, and my research clearly shows that teacher quality plays a major role in their success,” Chisom explained.
The study sought to answer three critical questions: Does a teacher’s academic qualification influence student performance? How does teaching experience impact achievement in chemistry? And do students taught by more qualified teachers consistently perform better? Using a descriptive survey design, Chisom collected data from chemistry teachers and SS III students in selected government schools and analyzed SS II examination results to draw conclusions.
Findings: Teacher Quality is Key
The research revealed a strong correlation between teachers’ academic qualifications and students’ academic performance. Schools where chemistry teachers held higher degrees and professional certifications consistently recorded better student outcomes compared to those where teachers had lower qualifications. “When students are taught by well-qualified and experienced teachers, they grasp complex concepts more easily and perform significantly better in exams,” Chisom said, emphasizing the importance of subject mastery in effective teaching.
Beyond qualifications, teaching experience was found to be a decisive factor in student achievement. Teachers with several years of classroom experience consistently produced students with stronger examination results, while those with fewer years of teaching experience struggled to achieve similar outcomes. “My study examined government secondary schools in Bwari Area Council, and the findings confirm what many educators have suspected for years—teaching experience matters just as much as qualifications,” Chisom stated.
The study found that experienced teachers were better at employing instructional strategies that catered to different learning needs. “Experience allows teachers to refine their instructional methods, anticipate students’ challenges, and find effective ways to simplify difficult topics,” Chisom explained. In contrast, inexperienced teachers often struggled to break down complex chemistry concepts, leading to lower student performance.
A Growing Crisis in Teacher Recruitment and Retention
While the study highlights the positive impact of well-trained and experienced teachers, it also exposes a growing crisis in Nigeria’s education system: a shortage of properly trained educators in government schools. “It was evident from the data that students in schools with less qualified teachers had consistently lower scores compared to those taught by educators with stronger academic backgrounds,” Chisom observed.
This problem is further worsened by a high turnover rate among experienced teachers, who often leave the profession due to low salaries, lack of professional development, and poor working conditions. “If we continue to allow underqualified and inexperienced individuals to handle critical subjects like chemistry, we are setting our students up for failure,” Chisom warned.
The study calls for urgent intervention from education policymakers, school administrators, and curriculum developers. “Stricter teacher recruitment policies, continuous professional development, and better incentives for experienced teachers must be prioritized if we want to see real change,” Chisom emphasized. The study suggests that government authorities must invest in teacher training programs to improve the quality of chemistry instruction.
Retaining experienced teachers is just as important as recruiting them, Chisom argues. “Retaining skilled teachers is just as important as hiring them, and if we fail to provide incentives, we risk losing them to other professions,” she pointed out. Without intervention, the decline in teacher quality could further weaken science education, affecting Nigeria’s future workforce in STEM fields.
The Future of Chemistry Education in Nigeria
With Nigeria striving for scientific and technological advancement, the quality of education in STEM subjects remains a critical concern. Chisom’s study serves as a wake-up call for policymakers and education stakeholders to prioritize teacher training and retention. “Chemistry is a gateway to careers in medicine, engineering, and research, so ensuring students get the best instruction is non-negotiable,” she asserted.
The findings have sparked discussions within the education sector, with increasing pressure on policymakers to act on the evidence presented. “The success of our students, and ultimately our country’s scientific and technological future, depends on the quality of education we provide today,” Chisom concluded.
As Nigeria works toward a stronger, knowledge-driven economy, ensuring that students receive instruction from the best teachers available must become a top priority. Whether policymakers will take action remains to be seen, but one thing is clear: the future of Nigeria’s scientific and technological progress starts in the classroom—with its teachers.
