Teacher’s Experience and Students’ Academic Performances in Secondary School Chemistry Final Examination

The study investigated the teacher’s experience and students’ performances in secondary school chemistry final examination in Ido Local Government Area Ibadan, Nigeria. The study employed survey research design involving the use of a questionnaire and unstructured interviews. A total of fifty (50) chemistry teachers were drawn from the population as the sample size. The techniques adopted in selecting the sample size was simple random sampling, the instrument used for the data collection was questionnaire. The questionnaires were administered directly to the respondents by hand. Out of fifty questionnaires administered only 45 questionnaires (97%) were returned. Data was analyzed using descriptive, inferential statistics, Anova and regression analysis. Finding showed that there was significant difference between teachers’ experience and students’ performance in chemistry. And the implication of this finding is that teaching experience improves skills and students learn better at the hands of teachers who have taught them continuously over years. Therefore, it was recommended that experienced teacher should be motivated to be in the profession and also to groom upcoming teachers. Also, supervision and training sections should be provided for teacher, so as to keep them abreast with novelty in teaching of chemistry at secondary schools.