Effect of Teachers' Instructional Competence on Students' Achievement and Acquisition of Science Process Skills in Basic Science and Technology in Nasarawa State, Nigeria

Abstract

This study investigated the crucial role of teachers' instructional competence in influencing both students’ academic achievement and acquisition of science process skills within basic science and technology education. The study employed a correlational design with 368 participants from five public secondary schools in Nasarawa State, Nigeria. Three instruments were used for data collection: Instructional Competence Scale (ICS), Science Process Skill Observation Scale (SPSOS), and a student Basic Science Achievement Proforma. The results revealed a highly significant positive relationship between teachers' instructional competence and students' achievement in Basic Science and Technology (r = 0.99, p < 0.05). Similarly, a strong positive relationship was found between teachers' instructional competence and students' acquisition of science process skills (r = 0.84, p < 0.05). Furthermore, a statistically significant positive relationship (p < 0.05) was observed among teachers' instructional competence, students' academic achievement, and the acquisition of science process skills. These findings highlight the critical influence of teachers' instructional competence on students learning outcomes in basic science and technology. The study recommends comprehensive training programs, regular professional development opportunities, and mentorship programs to equip teachers with the necessary knowledge, skills, and strategies to effectively facilitate student learning and skill acquisition.