ABSTRACT
This research work was set out to investigate the effect of teachers’ qualification on the secondary school students’ performance in Geography in External examination Kajola local government area of Oyo State. The variable considered are qualified and unqualified teacher to measure students academic performance.

Qualified Geography Teachers: These are the teachers who possesses professional certificate [B.ED] in geography, NCE in geography B.Sc geography with PGDE also qualifies for this category.

Unqualified Geography teacher: These are teachers who do not possess specific professional teaching qualification in geography or related subjects.

The population of this study comprised of all geography students in all secondary schools in Kajola Local Government.

The target population for the study comprised all the geography students in the selected five (5) secondary schools.

The study sample was made up of one hundred (100) students randomly selected with twenty (20) students from each school.

The stratified random techniques was used to select the respondents for the study.

The instrument for data collection was a 25 item researcher self designed questionnaire.

The data collected were analyses using frequency count for the respondents personal data while statistics of chi-square was used to analyses the research questions and research hypothesis respectively.

The instrument was validated with the help of experts and my supervisor.

The reliability was determined using test retest method and co-efficient valve of 0.67 was obtained.
The study of the findings showed that; (a) Schools with qualified geography teachers are more likely to record better students academic performance in geography in external examination (b) Teaching and learning of geography are made easy in the schools with qualified geography teachers (c) Acquisition of knowledge and skills are better developed in schools with qualified geography teachers (d) Students level of readiness are more likely to be high and encouraging in schools with qualified geography teachers (e) Level of students participation in schools with qualified geography teachers will be higher.
Based on the results of the findings, conclusion were drawn that:
Thorough screening need to be conducted before appointing teachers; Qualified teachers who are ready to work must be appointed to schools; Secondary school teachers must be academically articulate in has area of specialization as this will encourage the students to learn easily; Teachers must be effective and efficient in his/her subject delivery; Teaching and learning must cater for students individuation principles. Suggestion for further study, further researches can be carried out in other parts of the state and outside the state to ascertain not only the effect of teachers qualification on the secondary school students performance in geography in external examination in Kajola Local Government alone but also to know how available the qualified geography teachers are in the schools.

CHAPTER ONE
INTRODUCTION
Background to the Study
Teachers as key stakeholders in the education system have their roles that are promotives of academic excellence teaching refers to what one person does to pass on some knowledge he/she has (acquired through learning and experienced to some other person(s) lacking the knowledge such individual who imparted some knowledge is generally called a teacher while those to whom the knowledge is imparted are called learners (Emervwa, 1999:3).
There are cries from various quarters concerning poor performance of students in secondary school certificate examination (SSCE) and the general fall in standard of education without taking cognizance of those factors that contribute to the poor performance of the students and general decline in standard of education, many people blame the government and the students but fail to address the issue of teachers qualification congested classroom non availability of physical facilities unstimulating environment to learning and many other socio-economic defects that affect the students performance in education negatively.
Several government policy on education and implementation of such policy had brought various setbacks to the academic performances of the student in various subjects learnt in secondary schools. One of such subject includes geography.

Statement of the Problem
It is evident that educational system of Nigeria is in shamble.For any country to achieve all round development, educational system has to be well manage. Moreover the development of any country depends upon the quantity and the quality of its human resources. And one of the factors of developing human resources is education, it is therefore important to look at the factor responsible for the break down in educational system.
Tamakloe (2006) asserted that despite the rational for teaching geography to attained the overall educational goals in secondary school syllabus, the overall problem is that the main factors currently influencing students performance in geography as one of the elective subjects in the secondary school curriculum has not been explored adequately.

Other studies have been investigated relating to the problems facing the teaching and learning of geography in Nigerian secondary school.

The work of Farront (2000} emphasized that the identified problems include the lack of proper identification of geography orientation, shortage of geography teachers, lack of students attitude towards the leaning of geography, inadequate provision of materials resources for teaching and learning of geography as well as teachers use of expository methods.

As a result of this, this study investigates on effect of teachers qualification on the secondary school students performance in geography in external examination in Kajola Local Government, Oyo State

Purpose of the study
The main purpose of this study is to investigate effect of teachers qualification on the secondary school student performance in geography in external examination in Kajola Local Government Oyo State.
The specific objectives of the study are to;
1. Identify the significant differences in students academic performances in schools with qualified Geography teachers and schools without qualified geography teachers.
2. Find out if there is significant difference in the teaching and learning of geography in schools with qualified Geography teachers and schools without qualified geography teachers
3. Find out if there is significant difference in the acquisition of knowledge and skills in schools with qualified Geography teachers and schools without qualified geography teachers
4. Find out if there is significant difference in the level of student readiness in schools with qualified Geography teachers and in schools without qualified geography teachers
5. Find out if there is significant difference in the level of student participation in schools with qualified Geography teachers and in schools without qualified geography teachers

Research Questions
The following are the research question for this study:
1. What are the significant differences in students academic performances in schools with qualified Geography teachers and schools without qualified geography teachers.
2. Is there any significant difference in the teaching and learning of geography in schools with qualified Geography teachers and schools without qualified geography teachers
3. Is there any significant difference in the acquisition of knowledge and skills in schools with qualified Geography teachers and schools without qualified geography teachers
4. Is there any significant difference in the level of student readiness in schools with qualified Geography teachers and in schools without qualified geography teachers
5. Do we have any significant difference in the level of student participation in schools with qualified Geography teachers and in schools without qualified geography teachers

Research Hypothesis
The following are the research hypothesis for the study
Ho1: There is no significant differences in students academic performances in schools with qualified Geography teachers and schools without qualified geography teachers.
Ho2: There is no significant difference in the teaching and learning of geography in schools with qualified Geography teachers and schools without qualified geography teachers
Ho3: There isno significant difference in the acquisition of knowledge and skills in schools with qualified Geography teachers and schools without qualified geography teachers.
Ho4: There is no significant difference in the level of student readiness in schools with qualified Geography teachers and in schools without qualified geography teachers.
Ho5.: There is no significant difference in the level of student participation in schools with qualified Geography teachers and in schools without qualified geography teachers