Influence Of Teachers’ Characteristics On Students’ Academic Performance In Biology
[SELECTED SECONDARY SCHOOLS IN ILORIN METROPOLIS]

CHAPTER TWO
REVIEW OF RELATED LITERATURE  
This chapter deals with review of scholarly works that are relevant to the study. It is an attempt to situate the present study in other similar work and to bring out various opinions and perspectives about the topic and variables. The discussion is carried out using sub-headings such as:
Science and Biology Education in Senior Secondary School
Concepts of Academic Performance and Teachers’ characteristics
Teachers’ Qualification and Students’ Academic Performance
Teachers’ Experience and Students’ academic performance
Teachers’ Attitude and Students’ Academic Performance
Appraisal of the Reviewed Literature
Science and Biology Education in Senior Secondary School
Before the advent of Western education in Nigeria, certain aspects of scientific knowledgewere included in traditional forms of education. The arrival of the Britishmissionaries on the coast of Lagos in 1859 and subsequent establishment of churches and elementary schools in the town of Topo near Badagry in 1861 marked the beginning of western education in Nigeria. It has been noted that the foundations for science teaching in Nigeria were laid between 1861 and 1897 when the rudiments of science were introduced in the timetable of some missionary primary schools and teacher training colleges. The teaching of science in Nigerian secondary schools, however, commenced after 1931 withthe establishment of secondary schools. Bajah (1982) argues that the science curriculum in secondary schools at that time was nature study, which involved learning about the environment, plants, animals and non-living things. Consequently, the coverage and depth of science subjects taught in secondary schools were very low due to the scarcity of trained teachers and resources for science teaching (Abdullahi, 1984).
The broad aims of secondary education in relation to science education as enunciated in the policy document include:
•    To diversify the school curriculum to cater for differences in talents, opportunities and roles possessed by or open to students after their secondary school course;
•    To equip students to live effectively in our modern age of science and technology; and
•    To raise a generation of people who can think for themselves, respect the views and feelings of others, respect the dignity of labour and appreciate those values specified under our broad national aims, and live as good citizens (FGN, 2008).
Today, the basic science subjects are taught in ‘integrated form’ referred to as ‘Integrated Science’ comprising biology, chemistry and physics topics to enable pupils to acquire further knowledge and develop scientific skills. The senior secondary level is for those willing to have a complete six-year secondary education. It is comprehensive but has a core curriculum designed to broaden pupils’ knowledge and outlook. The core curriculum is the group of subjects, which every pupil must take in addition to his or her specialties (FGN, 1998). The science content mandated in the national core curriculum for senior secondary school students is both preparatory and an interface with what is taught during the first year in the tertiary institutions. It is worth noting that at the senior secondary level Physics, Chemistry, and Biology are taught to students as if they will all be science students at the university (FME, 2008).
Education particularly in science and technology remains a veritable tool for individual and national development. This has made nations across the world to acknowledge it as a “sine qua non” for eradicating poverty and enhancing economic development.