Teachers’ Professional Development and Environmental Education Students’ Academic Performance in the University of Calabar, Calabar, Nigeria

Teachers’ Professional Development and Environmental Education Students’ Academic Performance in the University of Calabar, Calabar, Nigeria

Bessong, Endurance Agbor

Institute of Education, University of Calabar Calabar Nigeria

DOI: https://dx.doi.org/10.47772/IJRISS.2025.905000116

Received: 10 April 2025; Accepted: 21 April 2025; Published: 02 June 2025

ABSTRACT

This study sought to find out teacher’s professional development on environmental education students’ academic performance in the university of Calabar, Nigeria. Specifically, the study examined the link between teachers’ mentorship, teachers’ seminars, and environmental education student’s academic performances. The research design adopted for the study was ex-post facto research design. Two research questions and two hypotheses guided the study. The population of the study consisted of 35 lecturers in the Department of Environmental Education. The census sampling techniques were employed in selecting the sample for this study. A questionnaire constructed by the researcher was used for data collection. The instrument was validated by an expert in test and measurement in the University of Calabar. Data analyses was done using inferential statistics (independent t-test) at .05 level of significance. The results of the analyses revealed that teachers’ mentorship, and teachers’ seminars significantly impact environmental education students’ performance in the University of Calabar. Based on these results, it was recommended among others that, the government and school administrators should ensure that new and young budding teachers undergo mentorship by experienced teachers, who would teach them the rudiment of not just classroom management, but other facets of teaching which would at the end translate into good students’ academic performances.

INTRODUCTION

Education is an instrument for national development and social change. It is vital for the promotion of a progressive and united Nigeria. It maximizes the creative potentials and skills of the individual for self-fulfillment and general development of the society; it is to be qualitative, comprehensive, functional and relevant to the needs of the society. Federal Republic of Nigeria (2014) stated that, education is the bed rock of any nation. This is why the government invests heavily in the education of her citizens.

The academic progress of students determines the quality and quantity of manpower that will be available for the much-desired break-through of Nigeria in science, technology, arts, entertainment, and so on. Education provides the human capital that will initiate, plan, direct and execute the development processes and activities that are critical for economic growth and development of a nation (Nworgu, 2016).

Over the years, the Department of Environmental Education in the University of Calabar have been able to produce students with fair results, as presented in table 1. Students are seen graduating with second class upper and lower which thus reflects the kind of teaching and learning activities that occurs in the Department. Though this result seems okay, it does not seem to be compared to other Departments or its contemporaries in same department in other schools where the competition for first class has been the other of the day. In the last university convocation, many Departments were seen graduating first class students who happen to stay back and serve the University as Assistant Lecturers (Convocation brochure, 2024). Yet none of the 32 first class grandaunts were from the Department of Environmental Education.

Similar results were reported in past years and this has spurred the curiosity of this researcher. Aside from this researcher, Ambe and Agbor (2014) opined that many factors are responsible for the abysmal academic performance of students in the department, which curriculum was part of it. The authors noted that curriculum design and its implementation was the bases of poor academic performance among students in the Department. Many other researchers have on their own part delve into the reason for this academic record, especially in the Department. Emmanue and Ambe (2014) opine that lecturers’ area of specialization and qualification mattered in the teaching and learning processes, thus would always translate to the academic performance of students in the Department. Interestingly, Onyi (2024) opined that dissatisfaction with student’s academic performance in environmental education is on the increase. This have spurred many researchers into investigating the reason for such abysmal academic performances, with many fingers pointing to student’s personal variables (Omini, 2022; Ekpem, 2023; amongst others). Attempts have been made by researchers to unravel the complexities surrounding academic performance. Psychologist have put forward a lot of reasons why these disparities in performance exist. A lot of attention has been paid to external factors such as type of school, teaching methods, school location, instructional materials, and so on. Many spend lots of money in order to secure good schools while some even invest on education abroad, believing this will enhance performance, which in turn gives an added advantage in securing gainful employment (Ogundele, 2019).

Table 1 Showing the academic performance of year 3 students in Environmental Education.

Source: Exams and records, Department of Environmental Education, 2025

Opinions vary as to why some students excel academically while others appear to be under achievers. Many psychologist have consistently attempted to identify the major predictors of individuals academic performance factors such as self-esteem, gender/ sex age family size etc to mention but a few have be extensively explored as being responsible for academic performance (Hayes, 2017). Much research has validated the assumption that high self-esteem is associated with high academic performance (Marshy, Byrne & Young 2019).  These authors maintained that students’ personal variables such as age, gender have significant influence on the academic performances. Personal variables are those attributes, characteristics or personal factors that affect the academic performance of students.

Personal variables also known as personality characteristics has been defined in many ways by many psychologists who wrote on the concept. Ekpem (2023) queried that there is gender-based courses that a certain gender would often not thrive very well in it. Apart from these authors, many other researchers have noted that teachers’ personal variables and attributes is paramount in the academic performance of the students, while some authors maintained that inputs such as teaching and learning resources, educational administrative policies are among the causes of poor academic performances of students.

Be it as it may, this author believes that teachers are very crucial in the fight against poor academic performance of students, as there as the major stakeholders who interact with students at all times. The teacher active role in the realization of educational goals is demonstrated in his acquisition of appropriate skills, development of mental and physical skills social abilities and competences. These serve as functional tools of the individuals to live and contribute to the development of educational goals. The explanation of this is that the intellectual capacity of the teacher determines his mastery of subject matter and choice of teaching strategies for impartation of idea to learners. This could be true as, Ukpong (2022) argued that the teacher should always prepare sufficiently before going to class. Failure to prepare effectively results in poor presentation and is an indication of poor teacher qualification and produces, learners lack of confidence in the teacher, lack of respect and a loss of interest in what is being taught, thereby culminating in poor academic performances. This is why the present researcher is conscious of teacher’s role in the academic performances of students, and thus is poised to investigate teachers’ professional development on environmental education students’ academic performance.

The rate of academic development and the increasing demand with regards to knowledge-based economy and technology advancement require a constantly and regularly update of teaching workforce. Thus, teachers that are professionally trained and have acquired required skills are expected to expose to recurrent training due to the changing in job content and environment. To meet these requirements, teacher development must become a life-long process. Also, effective and efficient curriculum planning and implementation involves professionally trained teachers because they constitute the vital force as part of the implementers of the curriculum at every stage of the educational programme. Therefore, teachers are important factor in educational development. The quality of teachers determines the quality of their output. As such, no educational system can be consolidated without the development of the teachers that will implement the programme.

Teacher’s professional development are activities that develop the skills, knowledge, expertise and other characteristics of a teacher. It entails activities that enhance a teacher’s skills, knowledge, and expertise to improve their teaching practices, including adapting to new technologies like AI among others (Jiahong, 2022). According to Cambridge International, Teacher Professional Development (TPD) “involves a continuous process of reflection, learning and action to further a teacher’s knowledge and skills, leading to enhanced teaching practices that positively impact on students’ learning. The imperative role of teachers’ professional development programmes in the attainment of quality education cannot be under estimated. Teachers are the nut and driver of any education system because the school cannot be better than their teachers. Akpan, Ntukidem, Ekpiken, & Etor (2019) asserted that, it is upon teachers’ quality, devotion to teaching and their continuous development that the quality of education can be tested. This implies that teachers should be well prepared for their duties through regular and appropriate teacher development programmes.

In support of the above, the National Policy on Education (Federal Republic of Nigeria (FRN), 2014); section 8, stated that “in-service training shall be developed as an integral part of continuing teacher education and shall also take care of inadequacies”. The policy laid emphasis on the significance of in-service training and further stated that “efforts towards the improvement of quality education at all levels shall include regular in-service training programmes for teachers”. These two policy statements draw attention to the necessity of consistent development of teachers for improving the Nigerian educational system that will enhance the quality of education offered to learners at all levels. Therefore, it should be denoted at this point that the education of teachers is not delimited to the training at the college, but a continuous and life-long process.

From the perspective of learning outcomes, Guskey (2022) defined Teacher Professional Development (TPD) as systematic approach of bring about change in the classroom practices of teachers, in terms of attitude, skills, knowledge and beliefs, and in the learning outcomes of students. Also, Creemers, Kyriakides and Antoniou (2016) took a functionalist perspective and described TPD as technical processes that help teachers to provide better service to students. The aspects of teachers’ professional development that will be investigated in this study include; teachers’ mentorship, teachers’ seminars, teachers’ conferences and teachers’ in-house training.

According to Gong, Chen, and Yang (2014), mentorship is the process or an opportunity to develop an individual’s mental and professional capabilities. The most widely accepted definition is that of Geeraets, Tynjälä and Heikkinen (2018) who defined mentoring as a developmental interactive relationship established between mentors and mentees in which mentors transmit knowledge, skills, and experience and provide support, guidance and friendship to mentees. The developmental interactive relationship that transmits knowledge, skills and experience provides mentees with challenging work, social support and safe relationship through a process of knowledge and skill sharing, which positively affects employee performance and behavior (Callahan, 2016). Teacher mentorship programs are a way to support teachers at all levels of their careers by pairing them with experienced mentors. Mentoring programs can help teachers improve their performance, retention, and satisfaction, and can also positively impact student outcomes. Mentorship can also help teachers feel more energized about their careers and part of a team.

Teachers’ seminar is a meeting where a teacher or expert and a group of people discuss and study a specific topic. Seminars are a form of academic instruction that can be offered by commercial or professional organizations, or at an academic institution. Teacher seminar programs can help teachers improve their teaching skills by providing them with modern pedagogy strategies and techniques. These programs can help teachers connect with their students and manage their classes more effectively. According to Faucette & Nugent (2017), teachers’ seminar programs is also more critical now than ever because teachers today are struggling with identifying and filling the learning gaps in students to bring them up to grade level. Plus, they need to complete the current year’s syllabus as well. Without the right knowledge, tools, and skills, teachers cannot be reasonably expected to navigate these challenges on their own. When teachers attend training programs, it gives them the opportunity for continuous professional development – to learn new ways, methods, strategies, skills and tools. When teachers get upskilled, they automatically feel confident, happy and motivated to achieve greater things with their students. Invariably, confident and happy teachers mean confident and happy students.

With the above discussions, it is therefore the wish of the present researcher to investigate teachers’ professional development in the area of mentorship and seminars, as the influence environmental education students’ academic performance in the University of Calabar.

Purpose of the study

This research work is aimed at investigating teachers’ professional development on environmental education students’ academic performance in the university of Calabar, Calabar, Nigeria.  Specifically, the study seeks to:

1. Determine the impact of teachers’ mentorship on environmental education academic performance.
2. Evaluate the impact of teachers’ seminars on environmental education academic performance.

Research questions

Based on the objectives of this study the following research questions have been posed.

1. What is the impact of teachers’ mentorship on environmental education students’ academic performance?
2. To what extent does teachers’ seminars impact environmental education students’ academic performance?

Research hypotheses

Based on the research questions, the following hypothesis have formed.

1. There is no significant impact of teachers’ mentorship on environmental education students’ academic performance
2. Teachers’ seminars does not significantly impact environmental education students’ performance.

LITERATURE REVIEW

Teachers’ Mentorship and students’ academic performance

Mentorship programmes are cost- effective and interesting in helping one to grow in different teaching methodologies for practicing secondary school teachers and learning processes for novice teachers. When mentoring is carried out in one’s early career development, novice teachers become competent and execute their work with confidence. Yet, there are a few studies which have so far been conducted concerning the assessment of mentoring programmes for novice secondary school teachers’ competencies.

Ally and Libent-Mabagala (2022), examined the forms of mentoring offered to novice teachers in secondary schools in Mbeya region; and established stakeholders’ perceptions on mentoring programmes in developing novice teachers’ teaching competencies in secondary schools in Mbeya region. A descriptive survey research design utilizing quantitative and qualitative approaches was used to a sample size of 110 respondents. Quantitative data were analysed descriptively while qualitative data being analysed through content analysis. The findings revealed that different forms of mentoring were practiced in Mbeya region. These included formal and informal mentoring, instance and group mentoring, situational and supervisory mentoring where each form of mentoring benefited novice teachers towards teaching and learning. Also, the study revealed positive perception of mentoring programs towards developing novice teachers’ competence in secondary schools from stakeholders. Further, novice teachers viewed their mentors as models to help understanding of their own strengths and weakness, as well as acquiring problem solving skills, thereby filling the gap created by limited practices and experiences not covered during teacher training. It was recommended that there is a need to strengthen programmes in secondary schools in order to support novice teachers’ progress in the beginning of their teaching career.

Okumu, Ogwang, and Wafula, (2021) in a study which was conducted to investigate the relationship between mentoring and teacher effectiveness in Government-aided secondary schools in the Acholi sub-region in Uganda. The study used a descriptive, cross-sectional survey design focusing on teachers in government-aided secondary schools in the Acholi sub-region. It found that the assistance given to teachers helps build their confidence, improve their teaching, and help teachers to improve their effectiveness and efficiency in guiding learners’ achievements. It concluded that helping teachers to improve their effectiveness in government-aided secondary schools builds teachers’ confidence in teaching and students’ learning. In this way, mentoring helps strengthen teachers’ classroom practices in Government aided secondary schools. Thus, the study recommended that mentoring guidance should focus on helping teachers employ social interactions and instructional practices; feedback and clarity in teaching that have direct measurable impacts on student learning achievements.

As a professional development tool, mentoring has direct relevance to teacher effectiveness (Nolan, 2022). As a tool for addressing social exclusion, it means that teachers need to liaise with mentors to gain inclusion in the body of professionals. Mentoring is essential as it brings about changes in pedagogical practices. Through mentoring teachers are guided, supported and taught to transform their classroom practices. This transformation improves mentees preparations, teaching quality and learning environment leading to teacher effectiveness. Mentoring transforms mentees’ classroom practices compared to those who are not mentored. This is supported by Clark & Byrnes, (2019) who explain that mentors rated that the mentoring experiences they had are more helpful as compared with those mentees who were not provided mentoring support.

Mentoring processes guide mentees to develop their talents, skills, knowledge and to change attitudes towards teaching. It is a liberating approach to teaching couched in an act of cognition not in the transfer of information. According to Center for Health Leadership & Practice (2023), the most valued mentoring skill is giving encouragement. This includes giving your mentoring partners recognition and sincere positive verbal feedback. As mentees are guided, supported and taught, they transform the way they teach. The observations, interactions and practices they make improve teacher effectiveness. Mentees who are not mentored will continue to teach the same way they were taught in the Universities, meaning they will not be transformed into effective teachers as their classroom practices will not be improved. Mentees who have not undergone transformation largely use transmission methods of teaching, which lack the 21st Century approach (Nabwire, 2015). It place too much emphasis on academic learning and passing examinations at the expense of appropriate knowledge and skills needed for solving real life problems. A strong strand in the mentors’ perception of their role was that of looking at themselves as learners who would also grow as a consequence of the mentoring interactions (Halai, 2018). These studies provide evidence of mentor’s knowledge enhancement of how teachers learn their developing or refining skills of working collaboratively with teachers’ an down development of their subject knowledge.

Anyanwu, and Abe (2023) investigated the influence of mentoring on teacher’s instructional delivery and students’ academic performances in secondary schools in Obio/Akpor Local Government Area, Rivers State. Two research questions guided the study. The research design used for the study was descriptive survey design. A sample of three hundred and twenty (320) teachers were used for the study. A questionnaire was used for data collection. Mean and standard deviation were the major statistical tools used for data analysis. Major’s findings revealed that, the one-on-one mentorship programme was common amongst secondary schools teachers in Obio/Akpor Local Government Area, and that mentoring has as great influence on beginning teachers service delivery and also on students academic performances. Based on this, it was recommended that, government and other stakeholders in the education industry, take the implementation of mentoring programmes in secondary schools seriously, as this will help enhance their instructional service delivery.

Helping mentees to improve their teaching process can be measured by the experience, training and qualifications of the mentors and further using the mentors’ skills. Garringer & Jucvy, (2018) note that at times, your role might include helping, your mentees with school work, and this assistance should be given in, a way that helps build their self-confidence. Although not all mentors are well trained in guiding teachers there is need to extend this assistance to all teachers. McKimm et al., (2017), note that mentoring fosters effectiveness in that it improves awareness of one’s learning gaps, develops ability to give and take criticism, widens skills-based competences, develops own practice and, may accelerate professional development. However, teacher effectiveness is affected by inadequate teacher support. In the event of a mismatch occurring, it would certainly be an uncomfortable experience for both mentor and mentee because this situation would not foster teacher effectiveness.

According to Muraya and Wairimu (2020), teacher classroom practices have been identified as the key contributing factor to the low learning outcomes of primary school grades in Kenya. Teacher mentoring has the potential to improve classroom practices and this study sought to determine its effects on the classroom practices of primary school teachers in Kwale County, Kenya. Using One Group Repeated Measures Quasi Experimental Design, one cohort of 40 teachers in 22 public primary schools was mentored for 20 months, from May 2016 to October 2018. A classroom observation tool was used in data collection during this period. The tool achieved a Cronbach’s Alpha reliability coefficient of 0.84, 0.81 and 0.79 in 2016, 2017 and 2018 respectively. Data was analysed using Repeated Measures ANOVA and teacher mentoring had a statistically significant effect on mean classroom practice score at F=6.282, df=2, p=0.003. Significant mean differences were located between 2016 and 2017 in favour of 2017, and between 2016 and 2018 in favour of 2018. There was no significant mean difference between 2017 and 2018. In conclusion, teacher mentoring is effective in improving teacher classroom practices and should be integrated into the formal school programme in Kenya.

Teachers’ seminars and students’ academic performance

Seminar is a veritable method of gaining knowledge through active participation on the outlined programmes of action. Seminar is a gathering of professionals in a particular area of interest who have the single purpose to bring solution to immediate and future challenges that bedevils their profession. Asagba (2024) pointed out that in seminar, experts and experienced personnel (staff) in a particular field are organized to teach the junior worker during seminars on how to do the job for higher input and output in that field.

Seminar according to Akpomi (2021) is a meeting of academics, professionals or people with common interest to study, brainstorm or discuss a particular topic so as to find solutions to the issues raised. She went further to state that seminar has to do with a meeting of group of persons or students and their lecturers in a college or university to study and examine particular issues, trends or problems that are topical and current in their programme areas. It is believed that seminar is an academic gathering where experie—nces, ideas and knowledge are shared in order to assist the less experienced, low ideas and green horns to become intellectual giants. Ezechukwu (2015) found out that those lecturers who are regulars in seminar attendance are regular in effective classroom teaching. The attendance of seminars by lecturers has been reported to bring about enhanced students commitment. Seminar is also an academic forum organized in a college or university to give research students the opportunity of presenting and defending the blueprint for their proposed research Akpomi (2021).

Amie-Ogan and Unachukwu (2021) examined the relationship between staff development programmes and students’ academic performance in public senior secondary schools in Port Harcourt Metropolis of Rivers State. Four objectives, four research questions and four hypotheses were formulated to guide the study. The correlational research design was adopted to examine the relationship between Staff Development Programmes and students’ academic Performance. The total population for this study was 2,055 respondents consisting of 105 principals and 1950 teachers. A sample of 693 respondents was drawn using the multi-stage sampling technique. Two instruments titled: “Staff Development Programmes Questionnaire” and “students’ academic Performance Questionnaire” were used to elicit information from respondents. The questionnaires were coded using the 4-point Likert scale of strongly agree, agree, disagree and strongly disagree.

The instruments were duly validated by experts in the Departments of Measurement and Evaluation and Educational Management, all in the Faculty of Education, Rivers State University. The test-retest reliability method was employed in testing the reliability of the instrument and was correlated using Pearson Product Moment Correlation Coefficient which yielded a reliability coefficient of 0.82. The research questions were answered using Pearson Product Moment Correlation Coefficient Statistics, while the null hypotheses were tested using t-Transformation statistics at 0.05 level of significance with a critical value of ±1.96. Results showed high and positive relationship between coaching/mentoring, computer-based programmes and students’ academic performance in public senior secondary schools in Port Harcourt Metropolis of Rivers state. It was recommended that coaching and mentoring of teachers should be adopted by school administrators as well as by professionals in educational institutions. Government should also adopt more innovative computer-based programmes for public senior secondary school teachers for improved, effective and efficient results in instructional delivery.

Ofoegbu and Ofoegbu (2017) investigated the influence of teachers’ seminars on academic productivity in secondary schools in Port Harcourt Local Government Area of Rivers State. Stratified random sampling technique was adopted to draw a sample of 370 respondents out of the total population of 5200 from the 245 private schools in Rivers State. Data were generated using the instrument titled “Staff Management on Academic Productivity Questionnaire (SMAPQ)” on a 4-point modified likert rating scale. The data were both analysed and tested using the Pearson’s Product Moment Correlation Coefficient and z-test statistics. From the analysis, it was found that a significant relationship exist between staff management as measured by staff recruitment procedures, development programme, on staff academic productivity in private schools in Rivers State.

Based on the findings, the following recommendations were made: private school administrators and the non-governmental organizations (NGOs) should provide modalities to boost staff morale and maximize productivity at work. Also, adequate selection approach, training and re-training courses should be encouraged by private school administrators as they provide staff with up-to-date teaching methods that will boost their morales’. Relatively, a research was conducted by Fredrick and Stephen (2019) titled “Teachers Perceptions of Staff Development as it relates to teachers‟ effectiveness: A study of rural primary schools in Kenya”. The objective of the study was to find out the perceptions of stakeholders on Staff Development as it relates to teachers‟ effectiveness. The research used descriptive survey design with a sample of 100 secondary school teachers. The Likert Scale of questionnaire was used for the collection of data. The reliability figure obtained from the pilot study conducted was 0.923. The data collected from the study was analyzed using t-test at 0.05 level of significance. The result has shown that; participation in staff development programmes such as seminars, workshops, educational conferences and symposium and so on have impacted positively on teachers‟ effectiveness thus resulting in better academic performance on the part of the students.

Ekpoh, Edet and Nkama (2023) investigated the influence of teachers’ seminar on secondary school teachers’ job performance in Uyo Metropolis, Nigeria. A single hypothesis guided the study. Data were collected using two sets of questionnaires titled “Staff Development Programme Questionnaire” (SDPQ) and “Students Academic Performance Questionnaire” (SAPQ). SDPQ was administered on 450 teachers while TJPQ was administered on 1800 students to assess teachers’ job performance. Data collected were analyzed using Independent t-test statistic at 0.05 level of significance. Findings showed that teachers who participated in staff development programmes such as seminars were more effective in their job performance than those who did not, in terms of knowledge of subject matter, classroom management, teaching methods and evaluation of student’s work. It was recommended among others, that the Ministry of Education and State Secondary Education Board in Akwa Ibom State should on a regular basis organize training programmes for teachers. Such programmes should relate to subject contents, use of teaching aids, lesson preparation and delivery, classroom management and student’s evaluation.

Eric and Anaemeotu (2013) reflected on teacher’s professional development on students’ academic performance in secondary schools in Etche Local Government Area. It is a literature study. The result of the findings indicated that professional development of teachers refocusing the status quo of the school system hence contributing to high level of academic standard; in-service training fully integrates teachers’ talents and potentiality towards realizing the objectives and goals of the school system; workshops, conferences, seminars provide the medium for sharing assumptions, values, beliefs as well as engendering inter institutional resources and exchanging scholarly ideas. It is therefore concluded that enabling environment and opportunities be created for consistent acquisition of knowledge, skills and potentialities to pursuit the academic excellence. Hence, it was recommended that sufficient resources should be provided to assure effectiveness during the programme; there should be provision for positive reinforcement after training for transmission of the acquired knowledge and skills; varieties of development programme or activities should be provided to accommodate the interest of non-academic staff; teachers should be allowed to use research/publication as a yardstick for their promotion as in the universities system.

METHODOLOGY

The design adopted for this study was the ex-post facto research design. The study was conducted in the Department of Environmental Education in University of Calabar. The population of this study consist of all the 35 lecturers of the Department of Environmental Education in University of Calabar, who also happen to be the sample for the study through the utilization of census sampling technique. The instrument employed for collecting data for this study was the questionnaire titled “Teachers Professional Development Questionnaire” (TPDQ). The questionnaire was divided into two sections; A and B. Section A was designed to elicit personal information from respondents based on gender, teaching experience and others. Section B are structured statements in line with the variables under study, based on the four-point Likert scale of Strongly Agree (SA), Agree (A), Disagree (D) and Strongly Disagree (SD). The questionnaire has twenty (20) items. Item (1-10) measured teachers’ mentorship, while item (11-20) measured teachers’ seminars. In line with the research design, to measure the environmental education students academic performance, students CGPA was collected from the Exams and Records Department of Environmental Education, and thus was correlated with the data from the independent variables.

RESULTS

Hypothesis one

There is no significant impact of teachers’ mentorship on environmental education students’ academic performance. The independent variables involve in this hypothesis is teachers’ mentorship, while the dependent variable is environmental education students’ academic performance. Independent t-test analysis was employed to test this hypothesis. The result of the analysis is presented in Table 1.

Table 1 Independent t-test analysis of the impact of teachers’ mentorship on environmental education students’ academic performance (N=35)

* Significant at .05 level, critical t=1.96, df = 33.

The result in Table 1 revealed that the calculated t-value of 8.43 is higher than the critical t-value of 1.96 at 0.05 level of significance with 33 of degrees of freedom. With this result the null hypothesis that there is no significant impact of teachers’ mentorship on environmental education students’ academic performance was rejected. This implies that there is a significant impact of teachers’ mentorship on environmental education students’ academic performance in the University of Calabar.

Hypothesis two

Teachers’ seminars does not significantly impact environmental education students’ performance. The independent variables involve in this hypothesis is teachers’ seminars, while the dependent variable is environmental education students’ performance. Independent t-test analysis was employed to test this hypothesis. The result of the analysis is presented in Table 2.

Table 2 Independent t-test analysis of the impact of teachers’ seminars on environmental education students’ performance (N=35)

* Significant at .05 level, critical t=1.96, df = 33.

The result in Table 2 revealed that the calculated t-value of 7.21 is each higher than the critical t-value of 1.96 at 0.05 level of significance with 33 of degrees of freedom. With this result the null hypothesis that teachers’ seminars does not significantly impact environmental education students’ performance was rejected. This implies that teachers’ seminars significantly impact environmental education students’ performance in the University of Calabar.

DISCUSSION

The result of hypothesis one revealed that, there is a significant impact of teachers’ mentoring on students’ academic performance in the study area. The findings of this hypothesis is in line with the view of Ally & Libent-Mabagala (2022) who avers that teachers mentorship allows new and novice teachers to acquire on-the-job experiences that help them become better and efficient teachers in the course of their duty. The author further noted that, novice teachers viewed their mentors as models who help in the understanding of their own strengths and weakness, as well as acquiring problem solving skills, thereby filling the gap created by limited practices and experiences not covered during teacher training.

Also in tandem with the findings of this hypothesis is Okumu, Ogwang, and Wafula, (2021) who posit that, the assistance given to teachers helps build their confidence, improve their teaching, and help teachers to improve their effectiveness and efficiency in guiding learners’ achievements. Insisting more on the effectiveness of teachers’ mentorship, the authors maintained that, helping teachers to improve their effectiveness and builds teachers’ confidence in teaching and students’ learning. In this way, mentorship helps strengthen teachers’ classroom practices in schools.

The result of this hypothesis indicates that teachers’ seminars significantly impact environmental education students’ performance in the University of Calabar. The findings of this hypothesis is in consonance with the view of Asagba (2024) who noted that, in seminar, experts and experienced personnel (staff) in a particular field are organized to teach the junior worker during seminars on how to do the job for higher input and output in that field. The author went on to note that, seminar is an academic gathering where experiences, ideas and knowledge are shared in order to assist the less experienced, low ideas and green horns to become intellectual giants. Ekpoh, Edet and Nkama (2023) correspondingly agreed that teachers’ seminars was very important to both the teachers and the academic learning processes of students, bearing in mind that experience shared during seminars helps the teachers to become versatile especially in the art of teaching. The authors idea is that teachers who participate in staff development programmes such as seminars are more effective in their job performance than those who did not, in terms of knowledge of subject matter, classroom management, teaching methods and evaluation of student’s work.

CONCLUSION   

Based on the results of the study the following conclusions were reached: there is a significant impact of teachers’ mentorship on environmental education students’ academic performance. Teachers’ seminars significantly impact environmental education students’ performance. There is a significant impact of teachers’ conferences on environment education students’ academic performances. And finally, teachers’ in-house training significantly impact environmental education students’ performance.

RECOMMENDATION

Based on the findings of the study the following recommendations were made.

1. The government and school administrators should ensure that new and young budding teachers undergo mentorship by experienced teachers, who would teach them the rudiment of not just classroom management, but other facets of teaching which would at the end translate into good students’ academic performances.
2. Teachers should be encouraged to attend seminars and conferences regularly. This could be in form of the government or the school administrators funding such seminars/conferences in part or wholly so that issues of financial burden would not be a stumbling block.
3. Teachers knowing the impact of conferences should on their own strive to be part of it as it will help them stay updated on their area of professional competences, and thus helps them to produce students with sound knowledge of subject matter.
4. The government should make in-house training a compulsory part of teaching job so that teachers on the job could learn from those that are ahead of them, as it is often said that “experience is the best teacher”.

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