Influence of Teacher`s Personality and Instructional Strategy on the Academic Performance of University Students
in Africa.
Dr. Victor Oziengbe Uwaifo, Ambrose Alli University, Ekpoma Edo State, Nigeria.
Ivonne Umuyetu Uwaifo, Post Primary Education Board Benin-City, Edo State, Nigeria.
Abstract: This study investigated the influence of teachers` personality and instructional strategy on the
academic performance of students’ in Universities within the African Continent. The stratified sampling
technique was used to select a total of 413 respondents from seven Universities within the continent. The
Regression Analysis and Pearson Product Moment Correlation statistics were used to test hypotheses at 0.05
alpha levels. Findings revealed amongst others, that a significant relationship exists between teacher's
personality, instructional strategy and perceived academic performance of students of higher education. Based
on the findings, it was recommended amongst others, that the issues of constant training and retraining of
teachers at all levels of education should be given priority in Africa and other developing countries where
Governments attitude towards Education is usually low. This will amongst others update their skills and
knowledge required for the adoption of appropriate methods, and strategies in the course of teaching
students of higher education.
Literature Review
Teachers' method and style of teaching and their personality factors as they affect student’s academic performance in
higher education require investigation since the two concepts are necessary part of growth of the students. Personality of
individual refers to supreme realization of disposition as a living being, and embraces the attitudinal characteristics of
human person into constellation of either extroversion or introversion (Babalola, 2003). However, instructional strategy is
the global approach to teaching a particular lesson. Stella (2000) submits that the methodology set the objectives of the
lesson; act as the students` motivator and consist of patterned behavior that are definite step by which the teacher
influence learning and academic performance of the students. Udoh (2003); Cohen and Latan (1995) reported a
consistent significant relationship between instructional strategy and teacher's performance. Oyetunji (1998),
Williams (1991) and Ajala (2010) reported that instructional strategy has significant influence on teacher's attitude to
work. The authors submit that teacher's educational factors have significant relationship with teaching effectiveness.
Farrant (2005) posits that the low performance and quality of education of University Students recently experienced in
Africa has assumed a worrisome dimension and would continuously decline if urgent action is not taken to address it. The
educational qualification and academic knowhow of teachers alone does not in itself guarantee a sound academic
performance of student during instruction, other factors like the teachers’ personality and strategy influences instruction in
a teaching and learning process. This study however investigated the influence and relevance of teachers’ personality and
instructional strategy on the academic performance of students in professional education courses in Africa Universities.
Methodology
The stratified sampling technique was used to select a total of 413 respondents who have spent at least two years with their
respective Universities. The Universities were selected for the study using simple random sampling method. The
respondents consist of 229 (55.5%) males and 184 (44.5%) females. Also, 61 (14.8%) were Medical students, 88 (21.3%)
were Law students, 125 (30.3%) Accounting students, 67 (16.2%) Education students and 72 (17.4%) were students of
Computer Science. The Universities selected for the study are: the University of Ibadan Nigeria, Ambrose Alli University
Ekpoma Nigeria, University of Ghana, Kwame Nkrumah University of Science and Technology Ghana, University of
Sierra-Leone, University of Liberia, Monrovia, University of Sahel, Dakar Senegal. These Universities were drawn from
different Countries with the Sub-Sahara Africa.
Data Analysis and Results
Data collected were analyzed using simple percentage and frequency counts for demographic information, while the
Pearson Product Moment Correlation statistics was used to test the hypotheses at 0.05 alpha levels.
Table 1: Summary of Correlation table of Analysis on Teachers' Personality and Perceived Academic Performance of
University Students in Professional Education Courses.
Variable
Teachers` Personality
N
Mean
SD
24.61
11.42
r
P
.
Remark
Perceived Academic Performance
413
23.78
0.86
11.06
000
(P<0.05)
Table 2: Summary of Correlation table of Analysis on Relationship between Instructional Strategy and Perceived Academic
Performance of University Students in Professional Education courses.
Variable
N
Instructional strategy
Perceived Academic Performance
413
Mean
SD
25.65
10.16
24.71
11.28
r
P
Remark
0.36
000
(P<0.05)
Discussion and Conclusion.
The findings indicated that both introvert and extrovert teachers have contributed significantly to improved academic
performance of Students in professional education. The finding of the study disagreed with Florence (2004), Eagly (2005) and
Adekunle (2006) who reported that personality of a teacher has no significant correlation with students' academic
performance in Science. In essence, the finding implies that both extrovert and introvert teachers have equally interacted
with professional education Students towards improved academic performance. Hypothesis two predicted that there is no
significant relationship between instructional strategy and perceived academic performance of professional education Students
as it shows that instructional strategy adopted by teachers has had far reaching effect on academic performance as perceived
by the respondents. The finding indicate that the pattern of teacher-class room interaction has fostered Students active
participation in teaching - learning process with corresponding effects on their academic performance.
Based on the findings, it is recommended amongst others that the training and retraining of teachers of higher education should
be given priority in the scheme of things in the education industry. This will foster updating of skills and knowledge required
for adoption of appropriate methods and strategies in the course of teaching students. Also the establishment of a positive
relationship with the Students through effective classroom activities and interaction on the part of the teachers should be
promoted, this will afford the Students freedom of actively participating in classroom activities.. Furthermore, teaching strategy,
in terms of classroom management process, communication, interpersonal relationship, social interaction approach adopted in
teaching the students, should be properly monitored and supervised by school managers and inspectorate division of
education agency. This will create positive student-teacher relationship that tends to improve academic performance. In
addition, competent and qualified personnel should be employed to man education industry in Africa, in order to make
the achievement of qualitative education possible in the continent and beyond.
References
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