Teachers’ Competency in Teaching Biology and Its Influence on the Academic Performance of Secondary School Students in Fako Division, Cameroon

Forteck Aloysius Betangah Ph.D

Department of Curriculum Studies and Teaching, Faculty of Education, University of Buea, Cameroon.

INTRODUCTION

Academic performance is a critical indicator of a student's learning and comprehension. According to Narad and Abdullah (2016), academic performance is the knowledge gained assessed by marks by a teacher. It is also the educational goals set by students and teachers to be achieved over a specific period of time. Strong academic performance also serves as a foundation for future educational and career opportunities, as noted by Aremu and Sokan (2003), who highlighted its role in shaping students' professional paths. Also, Fraser et al, (1987) emphasized that it is an essential tool for evaluating the effectiveness of educational institutions and instructional methods. Positive academic outcomes contribute to higher self-esteem and motivation among students, fostering a drive for lifelong learning. On a broader scale, Hanushek and Woessmann (2007) found that high academic performance correlates with national economic development, as it leads to the formation of a knowledgeable and skilled workforce capable of driving innovation and productivity.

It includes a wide range of communication skills and abilities that help learners do well in school and in the rest of the world (Amadi & Paul, 2017). Content areas like English, math, science and social studies are used to measure academic success (Stoffelsma & Spooren, 2019). Cimermanová (2018) says that academic achievement can also be used to measure learning and different ways of teaching.

In addition, access to resources such as libraries, technology, and extracurricular activities can enhance academic performance (Coleman et al., 1966). Peer relationships can significantly impact academic motivation and performance. Positive peer influences can encourage academic engagement, while negative influences can lead to disengagement (Ryan & Deci, 2000). Again, cultural background can influence attitudes toward education, learning styles, and communication patterns, all of which can affect academic performance (Hofstede, 1986).

Furthermore, Baker and Salter (2015) say that academic performance is the measurable outcomes of a student's educational experience, typically represented by grades and test scores. They highlight the importance of understanding the factors that contribute to academic success, including personal, social, and environmental influences. Schunk (2012) looks at academic performance as the outcome of educational processes, which can be assessed through various means, including exams, assignments, and projects. He notes that academic performance is influenced by motivation, self-efficacy, and learning strategies. Hattie and Timperley (2007) discuss academic performance in the context of feedback and its impact on learning outcomes. They define academic performance as the result of effective teaching strategies and student engagement, which can be measured through various assessment methods. Academic performance is the result of a complex interplay between cognitive, motivational, and contextual factors which is not solely determined by intelligence but also by students' beliefs about their abilities and the learning environment (Pintrich, 2000).

Competency is best described as a complex combination of knowledge, skill, understanding, values, attitudes, and desires which lead to effective, embodied human action in the world, in a particular domain (Deakin, 2013). According to Kurnia-Irmawati et al, (2017, p. 3) the term “teacher competency" refers to a teacher's ability to manage learning, which includes the ability to develop a learning system, interact or manage the learning process and conduct assessments. According to Daminov et al, (2020) effective classroom control, improving efficiency, maintaining discipline and morale, promoting teamwork, planning, communicating, focusing on results, analysing progress, and making regular changes are all skills that a teacher should display.

Teachers' competency in the teaching of biology can influence secondary school students' academic performance as effective classroom management and assessment competences in the subject matter can enhance students' learning outcomes and overall academic success (Ryan & Deci, 2000). According to Darling-Hammond (2000), teacher quality is one of the most critical factors influencing students’ achievement, as competent teachers are better equipped to engage students, adapt teaching strategies, and provide meaningful feedback, which directly influence student motivation and understanding. According to Kurnia-Irmawati et al, (2017, p. 3) the term “teacher competency" refers to a teacher's ability to manage learning, which includes the ability to develop a learning system, interact or manage the learning process and conduct assessments.

Classroom management according to Allen (2010) is a complex set of skills that include much more than being able to influence and control student behaviour, there remains an overall impression that classroom management is primarily about discipline. In line with this, McCreay (2013) states that classroom managements are the methods and strategies an educator uses to maintain a classroom environment that is conducive to students’ success and learning. Thus, classroom management is a set of skills that teachers should mastered in order to maintain the class in a very positive and discipline manner that eventually leads students to success in the teaching and learning process. According to Brown (2001) there are several elements of classroom management in the physical environment of the classroom such as the sight, sound and comfort; the seating arrangements; the use of the board and the equipment needed in the class. Successful teachers are often very effective managers of the classroom environment (Halik et al, 2019). They create a positive learning community where students are actively involved in their own learning and the management of the classroom.

Classroom management competence refers to a teacher's ability to organize and manage the classroom environment effectively. This includes establishing rules and routines, maintaining discipline, fostering positive relationships, and creating an atmosphere conducive for learning. Effective classroom management is essential for maximizing instructional time and minimizing disruptions (Emmer & Evertson, 2013). Managing classrooms means managing the complexity of the class. It deals with how to give an instruction, how to treat misbehave students and prevent it to happen again, and also how to deal with an unexpected situation that may disturb the class. As far as the Teaching of biology is concern, classroom management may be one of the important aspects to be considered by the teacher. Classroom management used by the teacher can influence students’ paradigm regarding the importance of biology.

According to Brookhart (2013) assessment competence is the ability to design and implement assessments that accurately measure student learning and provide meaningful feedback. Stiggins (2005) sees assessment competence as the ability of educators to use assessment information to improve student learning. He emphasizes that effective assessment practices are essential for guiding instructional decisions and enhancing educational outcomes. Popham (2008) views assessment competence as a combination of knowledge and skills that educators need to create, administer, and interpret assessments effectively. For example, assessment strategies that focus predominantly on recall of knowledge will likely promote superficial learning. On the other hand, if we choose assessment strategies that demand critical thinking or creative problem solving, we are likely to realize a higher level of student performance or achievement. In addition, good assessment can help students become more effective self-directed learners (Darling‑Hammond, 2006). As indicated above, motivating and directing learning is only one purpose of assessment. Well-designed assessment strategies also play a critical role in educational decision-making and are a vital component of ongoing quality improvement processes at the lesson, course and/or curriculum level.

Assessment competence refers to a teacher's ability to design, implement, and interpret assessments effectively. Popham (2011) highlights the need for teachers to develop assessment literacy, which is crucial for effective teaching and learning. Formative and summative assessments are key assessment competences that greatly contribute to the acquisition of knowledge in biology. Black and Wiliam (1998) argue that formative assessment is essential for classroom learning, while summative assessment serves different purposes. Carless (2008) explores the synergies between formative and summative assessment processes, advocating for a balanced approach.  These assessments often take the form of tests, projects, or final exams. Diagnostic assessment is a pre-assessment that helps identify students' existing knowledge and skills before instruction begins. This type of assessment informs teachers about students' readiness to learn new content.

Teachers need to ensure that their assessments measure the skills and knowledge that students are expected to acquire. This alignment helps maintain the validity and reliability of assessments, ensuring that they accurately reflect student learning (Richards, 2011). Assessment competence includes the ability to provide timely and constructive feedback to students. Feedback should be specific, actionable, and focused on helping students understand their strengths and areas for improvement. Effective feedback encourages students to reflect on their learning and take ownership of their progress (Hattie & Timperley, 2007). Teachers with strong assessment competence can analyse assessment data to inform their instructional practices. By interpreting assessment results, teachers can identify trends, adjust their teaching strategies, and differentiate instruction to meet the diverse needs of their students. This data-driven approach enhances the overall effectiveness of language instruction (Popham, 2008). Encouraging self-assessment and peer assessment fosters student autonomy and critical thinking. When students assess their own work or that of their peers, they develop a deeper understanding of the learning objectives and criteria for success. This practice also promotes collaboration and communication skills, which are essential in learning (Andrade & Valtcheva, 2009).

Moreover, diverse classrooms with culturally responsive assessment practices are essential for biology teaching. Teachers need to be aware of cultural differences that may affect students' performance on assessments. This includes recognizing different learning styles, communication patterns, and cultural contexts. Ongoing professional development is vital for enhancing assessment competence. Teachers should engage in training and workshops focused on assessment strategies, data analysis, and best practices in teaching biology. Continuous learning helps teachers stay updated on the latest assessment trends and research, ultimately benefiting their students (Richards, 2011).

Jurado (2015) points out that “one of the causes of the high rates of ‘school desertion’ is related to the pedagogic problems linked to assessment practice” (p.5); he also adds, “The university curricula are rigid and the pedagogy and assessment processes are characterized by a vertical approach” (p5). Therefore, the author believes that open reflection within the framework in research and innovation projects might allow one to analyse the assessment issue in dept. Popham, (2009) states that assessing the student performance is one of the fundamental tasks for the modern teacher. Being competent in educational evaluation allows the teacher to make accurate and well-founded decisions that contribute to the improvement of the teaching-learning process.

Situating and Understanding the Problem

Across many educational systems, students’ academic performance in science subjects—particularly biology has remained a persistent concern for educators, policymakers, and researchers. Biology, as a foundational science subject, is expected to equip learners with critical knowledge about living systems, health, and the environment. However, evidence from sub-Saharan Africa, including Cameroon, suggests that students’ performance in biology at the secondary school level is often below expectations, raising questions about the effectiveness of teaching practices and the competencies of teachers (Ngome, 2016; UNESCO, 2021). Within Fako Division of the South West Region of Cameroon, this concern is increasingly pronounced, especially in the context of evolving educational demands, resource constraints, and diverse learner needs.

At the heart of this issue lies the concept of teachers’ competency, which encompasses not only subject matter knowledge but also pedagogical skills, classroom management, and assessment practices. Effective teaching of biology requires more than mastery of content; it demands the ability to translate complex scientific concepts into accessible and engaging learning experiences. Scholars such as Shulman (1987) have emphasised the importance of pedagogical content knowledge (PCK), arguing that teachers must understand how to represent subject matter in ways that are comprehensible to learners. In the absence of such competencies, even well-intentioned instruction may fail to produce meaningful learning outcomes. In many secondary schools in Cameroon, however, gaps in teacher preparation and continuous professional development have been identified as key challenges affecting instructional quality (Tambo, 2012).

One of the critical dimensions of teachers’ competency that directly influences students’ academic performance is classroom management. In many biology classrooms in Fako Division, teachers contend with large class sizes, limited laboratory facilities, and varying levels of student preparedness. These contextual realities often make it difficult to maintain effective classroom control while simultaneously facilitating interactive and inquiry-based learning. Poor classroom management can lead to disruptions, reduced instructional time, and limited student engagement, all of which negatively affect academic performance (Emmer & Sabornie, 2015). Conversely, well-managed classrooms create structured environments where students can focus, participate actively, and develop a deeper understanding of biological concepts.

Assessment practices also play a significant role in shaping students’ learning experiences and outcomes. In many cases, assessment in biology is heavily examination-oriented, focusing on rote memorisation rather than conceptual understanding and practical application. This misalignment between teaching methods and assessment strategies can undermine students’ ability to develop critical thinking and problem-solving skills, which are essential for success in biology. Black and Wiliam (1998) argue that formative assessment, when effectively implemented, can significantly enhance student learning by providing continuous feedback and guiding instructional adjustments. However, in contexts where teachers lack the requisite skills or resources to implement diverse assessment strategies, the potential benefits of assessment are not fully realised.

The problem is further compounded by socio-cultural and institutional factors that influence teaching and learning processes. In Cameroon, educational practices are often shaped by examination pressures, curriculum demands, and limited access to teaching resources. Additionally, students’ attitudes towards biology may be influenced by societal perceptions of science as a difficult subject, leading to reduced motivation and engagement. As noted by UNESCO (2021), improving science education in developing contexts requires not only curriculum reforms but also a strong emphasis on teacher capacity building and supportive learning environments.

Within Fako Division specifically, anecdotal and empirical observations suggest a disconnect between instructional practices and students’ learning needs. While some teachers demonstrate high levels of competency, others struggle with effective lesson delivery, classroom control, and student assessment. This inconsistency contributes to variations in students’ academic performance across schools and highlights the need for a more systematic understanding of how teachers’ competencies influence learning outcomes. Furthermore, the integration of practical activities—an essential component of biology education—is often constrained by inadequate laboratory infrastructure, further limiting students’ opportunities for experiential learning (Ngome, 2016).

In situating this problem, it becomes evident that improving students’ academic performance in biology cannot be addressed in isolation from the competencies of teachers. Classroom management and assessment practices are not peripheral elements of teaching; they are central to the creation of effective learning environments. When teachers lack the skills to manage classrooms effectively or to assess students in meaningful ways, the quality of instruction is compromised, and students’ academic outcomes suffer.

The challenge of low academic performance in biology among secondary school students in Fako Division is deeply rooted in issues of teacher competency, particularly in classroom management and assessment. Addressing this problem requires a holistic approach that considers the interplay between pedagogical practices, institutional constraints, and learner characteristics. By situating the problem within both local and broader educational contexts, this study underscores the need for targeted interventions aimed at strengthening teachers’ competencies and enhancing the overall quality of biology education.

Classroom Management in Teaching Biology and Students’ Academic Performance

Classroom management remains a central determinant of effective teaching and learning, particularly in science subjects such as biology where practical engagement, conceptual understanding, and sustained attention are essential. Within the context of secondary education in Cameroon, and specifically in Fako Division, classroom management is not merely about maintaining order; it encompasses the organisation of instructional time, regulation of student behaviour, structuring of learning activities, and the creation of a psychologically safe and stimulating learning environment. These dimensions collectively influence how students engage with biological concepts and, ultimately, their academic performance.

Scholarly literature consistently positions classroom management as a foundational teaching competency. According to Jacob Kounin (1970), effective classroom management is characterised by teachers’ ability to maintain “withitness,” manage transitions smoothly, and sustain group focus, all of which minimise disruptions and maximise instructional time. In biology classrooms, where lessons may involve laboratory work, group discussions, or demonstrations, such management skills are particularly critical. Poorly managed classrooms often result in fragmented lessons, reduced student engagement, and superficial understanding of complex biological processes (Emmer & Sabornie, 2015).

From a theoretical standpoint, classroom management aligns with principles of the Constructivism, which emphasises active learner participation and meaningful knowledge construction. In biology education, effective classroom management facilitates inquiry-based learning, collaborative experimentation, and critical thinking. When teachers create structured yet flexible environments, students are more likely to participate actively, ask questions, and connect theoretical knowledge to real-life biological phenomena (Driver et al., 1994). Conversely, rigid or chaotic classroom environments can inhibit curiosity and limit opportunities for experiential learning.

Empirical studies have demonstrated a strong relationship between classroom management and students’ academic outcomes. Research by Evertson and Weinstein (2006) indicates that well-managed classrooms are associated with increased student engagement, higher levels of on-task behaviour, and improved academic achievement. In science education specifically, Marzano, Marzano, and Pickering (2003) found that effective classroom management strategies can significantly enhance students’ learning outcomes by creating conditions conducive to sustained cognitive engagement. In the context of biology, this is particularly important given the subject’s reliance on sequential understanding and conceptual clarity.

In many African educational settings, including Cameroon, classroom management takes on additional contextual significance due to factors such as large class sizes, limited instructional resources, and diverse learner needs. Teachers often face challenges in maintaining discipline while simultaneously delivering content effectively. As noted by Kwame Akyeampong (2017), effective classroom management in such contexts requires adaptive strategies, including culturally responsive practices, clear communication of expectations, and the use of locally relevant examples to sustain student interest. In biology classrooms, this might involve integrating indigenous knowledge systems or using locally available materials for demonstrations, thereby enhancing both engagement and comprehension.

Moreover, the emotional climate of the classroom, shaped by the teacher’s management approach, plays a crucial role in students’ academic performance. A supportive and respectful classroom environment fosters positive teacher-student relationships, which are linked to increased motivation and improved learning outcomes (Pianta et al., 2012). In biology teaching, where students may struggle with abstract concepts such as genetics or cellular processes, a well-managed and encouraging classroom can reduce anxiety and promote persistence in learning.

It is also important to consider the role of preventive versus reactive classroom management strategies. Preventive strategies—such as establishing clear rules, organising instructional materials effectively, and engaging students through interactive teaching methods—are more effective in promoting academic achievement than reactive disciplinary measures (Simonsen et al., 2008). In biology classrooms, preventive management might include structured laboratory guidelines, clear safety protocols, and well-planned lesson sequences that minimise confusion and disruptions.

Classroom management is a critical component of teachers’ competency in teaching biology and has a significant influence on students’ academic performance. Effective classroom management enhances instructional efficiency, promotes active learning, and creates a positive learning environment that supports students’ cognitive and emotional development. In the context of secondary schools in Fako Division, strengthening teachers’ classroom management skills is essential for improving students’ outcomes in biology. This underscores the need for continuous professional development programmes that equip teachers with contextually relevant and pedagogically sound management strategies.

Theoretical Framework

Understanding teachers’ competency in teaching biology and its influence on students’ academic performance requires a theoretically grounded perspective that captures both the cognitive and behavioural dimensions of learning. This study is anchored in three complementary theoretical traditions: Constructivism, Behaviourism, and Social Learning Theory. These frameworks collectively explain how classroom management practices, as a core component of teacher competency, shape students’ engagement and achievement in biology.

Constructivism provides a powerful lens for understanding the teaching and learning of biology as an active and meaning-making process. Rooted in the works of Jean Piaget and Lev Vygotsky, constructivist theory posits that learners do not passively receive knowledge but actively construct it through interaction with their environment and social context. In biology classrooms, this is particularly relevant given the subject’s reliance on conceptual understanding, inquiry, and experimentation. Effective classroom management, from a constructivist standpoint, involves structuring the learning environment in ways that promote exploration, dialogue, and collaborative problem-solving. For instance, well-organised laboratory activities, guided group discussions, and the use of real-life biological examples can enhance students’ understanding of abstract concepts such as cell division or ecological systems. Conversely, poorly managed classrooms disrupt these processes, limiting opportunities for meaningful engagement and ultimately affecting academic performance (Driver et al., 1994).

Behaviourism, as advanced by B.F. Skinner, offers a complementary perspective by focusing on observable behaviour and the role of reinforcement in learning. Within the classroom context, behaviourist principles are reflected in the establishment of clear rules, routines, and expectations, as well as the use of rewards and sanctions to shape student behaviour. In many secondary schools in Cameroon, where classrooms may be large and resources limited, behaviourist approaches to classroom management remain highly relevant. Teachers who consistently reinforce positive behaviours—such as attentiveness, participation in practical activities, and timely completion of assignments—create an environment that is conducive to learning. In biology teaching, where lessons often require sustained concentration and adherence to procedural guidelines during experiments, effective behavioural management ensures that instructional time is maximised and disruptions are minimised. This, in turn, contributes to improved academic outcomes (Emmer & Sabornie, 2015).

The Social Learning Theory, developed by Albert Bandura, further enriches this framework by emphasising the role of observation, imitation, and modelling in learning. According to Bandura, students acquire knowledge and behaviours not only through direct instruction but also by observing others, particularly teachers and peers. In the biology classroom, the teacher serves as a critical model of scientific thinking, inquiry processes, and appropriate laboratory conduct. Effective classroom management ensures that such modelling occurs in a structured and respectful environment, where students can observe, internalise, and replicate desired behaviours. Additionally, peer interactions—such as collaborative experiments and group discussions—become more productive when the classroom is well managed, thereby enhancing students’ understanding and performance. This theory is particularly useful in explaining how social dynamics within the classroom contribute to academic achievement.

Beyond these three dominant theories, insights from classroom management research, particularly the work of Jacob Kounin, provide a practical dimension to the framework. Kounin’s concepts of “withitness,” overlapping, and momentum highlight the teacher’s ability to manage multiple classroom activities simultaneously while maintaining student engagement. In biology teaching, where lessons may involve practical demonstrations, movement, and group work, such skills are essential for ensuring smooth lesson flow and minimising disruptions. Effective classroom management, as conceptualised by Kounin, enhances students’ time on task and supports deeper engagement with biological content, thereby positively influencing academic performance.

Taken together, these theoretical perspectives offer a comprehensive framework for analysing the relationship between teachers’ competency in classroom management and students’ academic performance in biology. Constructivism underscores the importance of active and meaningful learning experiences; behaviourism highlights the role of structured environments and reinforcement; and Social Learning Theory emphasises the significance of modelling and interaction. When effectively integrated, these theories suggest that competent classroom management is not merely about maintaining order but about creating a dynamic learning environment that supports cognitive engagement, behavioural regulation, and social interaction. In the context of secondary schools in Fako Division, Cameroon, this integrated framework provides a robust basis for understanding how teachers’ practices influence students’ achievement in biology.

Statement of the Problem

Teachers’ competency in the teaching of biology is a critical determinant of students’ academic performance, particularly in secondary school contexts where foundational scientific knowledge is developed. This competency is often reflected in the teacher’s ability to effectively manage classroom activities and to implement appropriate assessment practices that support learning. Effective classroom management ensures that biology lessons are well-organised, learner-centred, and conducive to active engagement, thereby enhancing students’ understanding and academic performance. Similarly, meaningful assessment practices—especially those that are continuous and formative—serve to monitor students’ progress, provide feedback, and sustain learners’ motivation.

Despite the recognised importance of these competencies, concerns persist regarding students’ academic performance in biology in many secondary schools in Fako Division, Cameroon. Observations from both classroom practice and examination outcomes suggest that students continue to experience difficulties in mastering key biological concepts. This raises critical questions about the effectiveness of teachers’ classroom management strategies and assessment practices in facilitating meaningful learning. In some instances, biology classrooms are characterised by poor organisation, limited student engagement, and inadequate control of disruptive behaviours, all of which compromise the quality of instruction. Such conditions often reduce students’ time on task and hinder their ability to grasp complex scientific ideas.

Furthermore, assessment practices in biology are frequently limited to summative approaches that emphasise rote memorisation rather than conceptual understanding and practical application. When students are not adequately assessed through diverse and continuous methods, opportunities for feedback, reflection, and improvement are diminished. This not only weakens students’ engagement with the subject but also contributes to persistent low academic achievement.

The implications of poor academic performance in biology extend beyond the classroom. Students who consistently underperform may develop negative attitudes towards science, experience reduced academic self-efficacy, and in some cases disengage from schooling altogether. In the broader societal context, such outcomes may contribute to increased school dropout rates and associated social challenges, including youth vulnerability and delinquency. Given these concerns, there is a need for a systematic investigation into how teachers’ competencies—particularly in classroom management and assessment—affect students’ academic performance in biology. While previous studies have examined factors influencing academic achievement, limited attention has been given to the combined role of these specific competencies within the context of Fako Division. This study therefore seeks to bridge this gap by examining the influence of teachers’ competency in teaching biology on the academic performance of secondary school students in Fako Division, Cameroon.

METHODOLOGY

The descriptive survey research design was adopted for this study. It made use of the quantitative method with the use of a close-ended questionnaire. The sample was made up of 291 Form Four biology students drawn from six public, lay private and confessional secondary schools in Fako Division. The researcher used a likert scale student questionnaire as instrument for data collection. The data collected were analyzed descriptively using mean and standard deviation, and inferentially using Chi –Square.

FINDINGS

The findings were according to two research questions.

Research Question One: What is the influence of classroom management in teaching biology on the academic performance of secondary school students in Fako Division?

Table 1: Classroom management in teaching biology and students’ academic performance

Biology teachers ensure that all students have a chance to participate in class. They feel that students’ opinion is valued in class and biology teachers are willing to help students. Biology teachers listen to students' questions and have a good command of biology. Biology teachers provide feedback on students’ work. Classroom management in teaching biology highly influences the academic performance of secondary school students in Fako Division ( = 3.26 ± 1.01).

Verification of Hypothesis One

Ho₁: Classroom management in teaching biology has no significant influence on the academic performance of secondary school students in Fako Division.

Table 2: Chi-square test for classroom management in teaching biology and students’ academic performance

   = Mean score    df = degree of freedom     Asymp. Sig. = Asymptotic significance

Table 2 shows a Chi-square (χ²) calculated value = 1,085.993 at α ≤ .05 level of significance with degree of freedom (df) = 18 and asymptotic significance = .000. Since the Chi-square (χ²) calculated value is greater than the Chi-square (χ²) critical value = 28.869, we reject the null hypothesis (Ho₁) and conclude that classroom management in teaching biology has a significant influence on students’ academic performance in secondary schools in Fako Division.

Research Question Two: What is the influence of teachers’ assessment in teaching biology on the academic performance of secondary school students in Fako Division?

Table 3: Teachers’ assessment in teaching biology and students’ academic performance

The assessments in biology lessons help students to understand what they need to improve on and reflect what was taught. Students’ academic performance in biology is a true reflection of their ability. Assessments in biology are challenging and help students to prepare for future exam. Biology teachers understand students' needs. Teachers’ assessments in teaching biology highly influence the academic performance of secondary school students in Fako Division ( = 3.16 ± .83).

Verification of Hypothesis Two

Ho₂: Teachers’ assessment in teaching biology has no significant influence on the academic performance of secondary school students in Fako Division.

Table 4: Chi-square test for teachers’ assessment in teaching biology and students’ academic performance

   = Mean score    df = degree of freedom     Asymp. Sig. = Asymptotic significance

Table 4 shows a Chi-square (χ²) calculated value = 865.239 at α ≤ .05 level of significance with degree of freedom (df) = 18 and asymptotic significance = .000. Since the Chi-square (χ²) calculated value is greater than the Chi-square (χ²) critical value = 28.869, we reject the null hypothesis (Ho₂) and conclude that teachers’ assessment in biology has a significant influence on students’ academic performance in secondary schools in Fako Division.

CONCLUSION

In relation to research question one, findings reveal that classroom management in teaching biology has a significant influence on students’ academic performance in secondary schools in Fako Division. The above findings are supported by Nisar et al. (2019) who found that effective classroom management significantly increases academic achievement. The study found a positive relationship between classroom management & students’ achievements. The findings are equally supported by Nadeem (2023) who attests that classroom rules play a positive role in the academic achievement of students at secondary level in Peshawar. These findings are in concord with Vygotsky’s (1978) sociocultural theory. Social interaction plays an important role in cognitive development according to Vygotsky, through scaffolding. Vygotsky holds that there exists a gap between what learners can learn unaided and what they can potentially learn if assisted by a higher knowledgeable other (by classmates and teacher). During scaffolding, the teacher does not simplify the role of the learners but makes the lesson look simple by discussing with the learners, getting their worries and providing answers and as result, the students generate opportunities for intellectual development.

In relation to research question two, findings reveal that teachers’ assessment in biology has a significant influence on students’ academic performance in secondary schools in Fako Division. The findings are supported by Carrillo-de-la-Peria and Perez (2012) who opine that continuous assessment has a positive impact on academic achievement of psychology students in Spain. Carrillo-de-la-Peria et al. (2009) argue that formative assessment positively affects academic achievement in pre-graduate students of health sciences. The findings are equally supported by a study carried out by Scarino (2013) who aimed at using performance assessment to narrow the gap between high and low ability students’ achievement in tests. Results of the analyses revealed that both high and low ability students’ achievements in tests were improved when assessed with performance assessment. These findings are in concord with Jerome Cognitive Constructivism Theory of discovery Approach. When learners engage in assessment activities, they discover new knowledge and are able to nurture inductive thinking through imagination and creativity which will greatly have an impact on their academic performance. Generally, the results from the two different hypotheses are in concord with Jean Paget’s cognitive constructivism theory which posits that, learning is an active process with children constructing knowledge as they explore and construct meaning amongst themselves.

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