Abstract
Biology remains a core subject in secondary school education and a foundation for careers in science and technology. However, persistent poor performance in external examinations across Nigeria raises concerns about factors influencing students’ performance. This study investigated the effects of teacher qualifications and instructional materials on students’ academic performance in Biology in senior secondary schools in Kwara State. A descriptive survey design was adopted, involving 24 schools (12 public and 12 private), 600 students, and 24 Biology teachers selected through stratified random sampling. Data were collected using structured questionnaires on teacher qualification and instructional material utilization, complemented by students’ WAEC results. Descriptive statistics were used to analyze the data. Findings revealed that teacher qualification alone did not significantly predict students’ performance, whereas the availability and effective utilization of instructional materials had a stronger influence on achievement. Private schools performed better than public schools, largely due to better resource provision and management practices. The study concludes that improving instructional resource availability and utilization, alongside continuous teacher development, is essential for enhancing student performance in Biology.
Keywords: Assessment, Teacher Qualifications, Instructional Materials, Biology Performance, Public and Private Schools.