INFLUENCE OF SCIENCE TEACHER GENDER, QUALIFICATION AND EXPERIENCE ON PREDICTING SENIOR SECONDARY SCHOOL STUDENTS’ ACADEMIC PERFORMANCE IN WEST COAST REGION, THE GAMBIA.

Abstract

Abstract

This study examined how gender, qualifications and experience of science teachers impact academic performance for Gambian students in senior secondary schools.  The study involved 121 teachers (Science Teachers) from a sample of 29 public schools (West Coast Region) using descriptive ex post facto research design.

The findings showed that the qualifications and experience of the teacher predicted the academic performance of students. First and foremost, qualifications (β = .816) and experience (β = .807) had a strong influence on academic performance, while the teachers' gender was not statistically significant.

The overall findings showed a strong correlation (R = 0.852) between the independent variables of qualifications and experience on the dependent variable of the students’ academic performance, with the independent variables explaining 71.8% of the variance in academic performance. The multiple regression analysis confirmed that qualifications and experience had a significant impact on academic performance.

Based on the study’s findings, the following recommendations can be made: pursue and promote gender equality in teacher recruiting and selection processes, motivate teachers, and encourage unqualified science teachers to take advantage of educational courses in order to better serve students.