Effect Of Teachers Qualification On The Secondary School Students Performance In Geography In External Examination
[A CASE STUDY OF KAJOLA LOCAL GOVERNMENT]

Discussion of Findings
    Five hypotheses were formulated and tested at 0.05 level of significance. All the five hypotheses were rejected based on the respondents’ responses on the stated hypotheses. This means that a significant difference exists in all the hypotheses.
    Hypothesis one states that there is no significant difference in students academic performances in schools with qualified geography teachers and schools without qualified geography teachers. The findings here indicated that there is significant difference on the respondents’ responses on the difference between students’ academic performance in schools with qualified teachers and schools without qualified teachers. This means that schools with qualified geography teachers are likely to record better students’ academic performance in geography in external examination. This would be traced to the respondents responses where the calculated X2 value of 3.1012 was greater than the table value of 0.7110 at 4 degrees of freedom at 0.05 level of significance. The findings of the research work was in live with the submission of Bangbade (2004) who postulated that teachers attribute have significant relationship with student academic performance and such attribute include; teachers knowledge of subject matter, communication ability, emotional stability and good human relationship.
    Hypothesis two states that there is no significant difference in the teaching and learning of geography in schools with qualified geography teachers and schools without qualified teachers. The findings revealed that significant difference exists based on the respondents responses; this implies that teaching and learning of geography are made easy under schools with qualified geography teachers. This could be traced to the respondents responses where the calculated X2 value of 3.1012 was greater than the table value of 0.7110 at 4 degrees of freedom at 0.05 level of significance . This finding was supported by Adediwura and Tayo (2007) who opined that effective teaching is a predictor of students academic achievement. Therefore, effective teachers will produce students of high academic performance.
    Hypothesis three state that there is no significant difference in the acquisition of knowledge and skills in schools with qualified geography teachers and schools without qualified geography teachers. The result of tested hypothesis therefore shows that there is significant difference in the respondents responses on the differences in acquisition of knowledge and skills in schools with qualified teachers and schools without qualified teachers. This could be traced to the respondents responses where the calculated X2 value of 3.1012 was greater than the table value of 0.7110  at 4 degrees of freedom at 0.05 level of significance . This was live with the submission of Sabitu and Nurudeen (2010) who submitted that students acquisition of knowledge and skills which in variably influence their academic performance solemly depend on how effective and efficient the teachers are.
    Four hypothesis states that there is no significant difference in the level of students readiness in schools with qualified teachers and schools without qualified teachers. The findings revealed that there is significant difference in the respondents’ responses where the calculated X2 value of  3.1012 was greater than the table value of 0.7110  at 4 degrees of freedom at 0.05 level of significance. This means that students level of readiness is more likely to be high and encouraging in the schools with qualified geography teachers. The result of this findings was supported by Rena (2000), affirmed that for students to perform well in any examination, one of the prerequisites is that their teachers must know them and have profound knowledge of their state of physical, intellectual and psychological readiness.
    Hypothesis five stated that there is no significant difference in the level of students participation in schools with qualified geography teachers and schools without qualified geography teachers. The findings revealed that significant difference exists based on the respondents responses on the tested hypothesis. This implies that the level of students participation in schools with qualified geography teachers will be higher when compare to schools with qualified geography teachers will teachers. This would be faced to the respondents responses where the calculated X2 value of 3.1012 was greater than the table value of 0.7110 at 4 degrees of freedom at 0.05 level of significance. The result of the finding was in live with the opinion of Bajan (2010) in Akintade (2011), described that the way teachers relates to the students responses and attitude towards the subject goes a long way to increase the level of students participation in class.