Volume 4, Issue 11, November – 2019 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165

Soft Skills and Other Influences in Teaching Related

To Work Experience at College of Health
Technology, Pankshin, Plateau State, Nigeria
Habila Dang Pam (Corresponding Author)
Plateau State Hospitals’ Management Board,
Department of Pharmaceutical Services, P. M. B. 2148
Jos, Plateau State, Nigeria.

Stephen M. Abang Lilian Dang Pam

College of Education, Gindiri. Universal Basic Education, L.E.A. Bassa.
Plateau State, Nigeria Plateau State, Nigeria

Abstract:- Continuous improvement in the teaching and respect to students [3]. Burns also mentioned other soft
profession is garnered over the years of work skills that can contribute to productive learning to include
experience and further learning. However, good practice. It is important for teachers/lecturers to obtain the
teaching is beyond qualifications and experiences soft skills during their own training. Yusuf and Yinusa [4]
because other than hard skills evaluated through found out that attitude of teachers, teaching style of
behavioural objectives, there are soft skills that cannot teachers, in addition to teachers’ qualification and
be measured but are necessary traits that are essential experience were all significantly related to junior secondary
for effective learning experience. The conditions that school performance. It may not differ even at higher levels.
affect student performance are not limited to lecturers’ A study of such advantage was carried in the teaching of
abilities but also certain school factors. Thirty-four (34) mathematics and it was found that mathematical hard skills
lecturers of the college of Health Technology, Pankshin acquisition and improvement in secondary school students
were administered questionnaires. The main questions who received value-and-character-based learning was better
were related to soft skills, hard skills, competencies and than students who were treated with conventional learning.
student abilities. The questions imputed into SPSS 21.0 Also, mathematical soft skills of secondary school students
was analysed by Chi-square (χ2) to ascertain the taught with value-and-character-based learning were better
association of certain variables. There was association than those of students receiving conventional learning [5].
between the lecturers’ work experience and the student Therefore, the implementation of value-and-character based
academic performance being proportional to practical learning is important in teaching mathematics.
experience in their study area with p value of 0.000, also
there was association between the lecturers’ work It is important that a teacher acquires sufficient
experience and the students always understanding their education and /or experience so that he or she can in
lecturers with p value of 0.016 both with p value < 0.05. confidence teach others. The study by Yusuf and Dada [6]
It was also learned that more than skills, secondary proves that students taught by teachers with 6-15 years
school background, poor staff strength, inadequate use teaching experience do better than those taught by teachers
of mathematical skills and so on disturb learning with 1-5 years teaching experience. Ewetan and Ewetan [7]
processes. based on their study of Mathematics and English Language
as taught subjects affirmed that teachers with more than ten
Keywords:- Soft Skills, Teaching Experience, Hard Skills, years of experience in the teaching turned out students with
Learning, Lecturing. higher academic performance in the subjects than students
taught by teachers with lower years of teaching experience.
I. INTRODUCTION This is ascribed to the fact that these teachers are able to
blend the thoughts and feelings of their students in class
Teaching involves the use of personal potentials or and this yields better educational achievement. The work of
abilities for quality dispensation of learning experiences. Harris and Sass [8] informs that good teachers are not only
These potentials are called soft skills and are important in known through their experience and attainment of advanced
the professional development of teaching [1]. Tang et al [2] degrees but there are factors that may be more useful and
asserted that soft skills acquisition contributes to known as value added like teacher intelligence, subject
enhancement of teacher quality. Such soft skills identified knowledge and teaching skills. In another study, it has been
are communication skills, teamwork, leadership skills, shown that experience is a less important indicator for
critical thinking and problem solving skills. The hard skills enhanced productivity [9]. This can be accounted for by the
are cognitive learning like knowledge and comprehension experienced teacher not being conversant with the newest
while the soft skills amongst the earlier mentioned include curricular and pedagogy advances. Teachers must have
establishing inclusion, developing a positive learning special characteristics other than their qualifications that
attitude, amplifying content and engendering competence

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Volume 4, Issue 11, November – 2019 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
make them important in teaching with auspicious II. METHODOLOGY
outcomes.
The lecturers of the College of Health Technology,
The role of teachers also includes stimulating Pankshin in Plateau State, Nigeria were distributed
students’ interaction and offering an organization of course questionnaires. A total of thirty four (34) out of sixty five
content by getting involved in activities or participating lecturers were administered questionnaires. Forty-five
directly or indirectly [10]. Such roles of teachers are aimed questionnaires were prepared and sent to the lecturers but
at increasing the attainment of learning objectives. Based only thirty four were filled. The lecturers had twenty-seven
on studies, carrier growth of the teacher improves the (27) males and seven (7) females. The questionnaires were
student performance reasonably than the initial teacher distributed to the lecturers in the school based on their
qualification [11] [12]. This is most likely connected to availability in the school premises within the three weeks’
teachers’ satisfaction consequent to being more dedicated time of data collection. Most lecturers had completed their
to work. It is known that lecturers’ competencies alone do lectures and could not show up in the school within the
not inspire better student academic performance. Factors period of data collection. The questionnaires were divided
like learning facilities, student motivation, and economic into two sections, first was the demographic and some
background, family background, parent’s role, previous quality data including qualifications specific to education
education and peer influence are major contributors [13]. and experiences of the respondents. The second part of the
questions was given four options based on the rating scale
The study aims at the strategic identification of contained twenty one items relating to soft skills and other
relationships of Lecturers’ experience with teaching skill characteristics that affect student performances. However,
variables and how lecturer’s characteristics like soft skills, the respondents were advised to leave blank any question
certain hard skills, lecture planning, admission system and that they decide it is neutral as an equivalent of ‘no
the background of mathematics enable students fare in their response’ (NR). Therefore, the rating is Strongly Agree
academic outcome. (SA), Agree (A), Disagree (D), and Strongly Disagree
(DA). The SPSS version 21 was used to test for association
between the soft skills related questions and years of
experience as well as between three hard skills related
questions and years of experience by Chi-square (χ2) test. A
p value of <0.05 signifies association in the relationship
between the compared variables.

III. RESULTS

Variable Frequency Percentage

Nature of Lecture Contract

Permanent Lecturer 11 32.4
Part-time Lecturer 9 26.5
Voluntary Lecturer 9 26.5
Casual Lecturer 5 14.7
Total 34 100

Work Experience (Years)

1-5 17 50
6-10 8 23.5
11-15 5 14.7
16-20 2 5.9
21-25 0 0
26-35 2 5.9
Total 34 100

Qualifications Specific to Education

Postgraduate / Professional Diploma in Education 21 61.8
Master’s Degree in Education 0 0
Ph. D. in Education 1 2.9
Nil 12 35.3

Total 34 100
Table 1:- Lecturing Experience and Education Specific Qualifications

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Volume 4, Issue 11, November – 2019 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
Variable Duration of work in years χ2 (P)
value
1-5 6 - 10 11-15 16-20 26-35 Total
Student academic performance SA 1 4 3 1 0 9 45.076
is proportional to practical A 14 4 1 1 0 20 (0.000)
experience in that area
(Practical experience or D 2 0 0 0 0 2
Practice) SD 0 0 0 0 1 1
TOTAL 17 8 4 2 1 32
Students' academic performance SA 7 1 0 0 0 8 14.333
is related to my lecturing skills (0.073)
(Abilities/ Aptitudes) A 9 7 5 2 1 24

D 1 0 0 0 1 2
DA 0 0 0 0 0 0
TOTAL 17 8 5 2 2 34
The relationship I have with SA 8 2 1 0 0 11 11.910
students is cordial A 8 6 4 2 1 21 (0.155)
(Mutual respect) D 1 0 0 0 1 2
DA 0 0 0 0 0 0

TOTAL 17 8 5 2 2 34
I lecture in the simplest SA 7 3 1 0 1 12 7.683
language possible for students A 10 5 3 2 1 21 (0.465)
to understand
(Communication) D 0 0 1 0 0 1
DA 0 0 0 0 0 0
TOTAL 17 8 5 2 2 34
I have been modifying my SA 8 2 1 1 0 12 9.020
lecturing methods over the A 8 6 3 1 2 20 (0.341)
years D 0 0 1 0 0 1
(Improvement) DA 0 0 0 0 0 0
TOTAL 16 8 5 2 2 33
I motivate the students during SA 4 3 1 0 0 8 4.280
lecture A 11 5 3 2 2 23 (0.831)
(Positive motivation) D 2 0 1 0 0 3
DA 0 0 0 0 0 0
TOTAL 17 8 5 2 2 34
I give relevant punishment to SA 1 1 1 0 0 3 5.715
erring students during or after A 11 7 3 2 2 25 (0.679)
lectures D 5 0 1 0 0 6
(Negative motivation) DA 0 0 0 0 0 0
TOTAL 17 8 5 2 2 34
The lecturing method unlike SA 3 2 0 0 0 5 13.746
teaching does not necessarily A 10 1 1 0 1 13 (0.317)
require mastery of the topic one D 3 5 4 2 1
should teach
DA 1 0 0 0 0
TOTAL 17 8 5 2 2 34
Table 2:- Relating Lecturer’s Work Experience to Soft Skills Teaching Performance (Chi square and P Value)

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Volume 4, Issue 11, November – 2019 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
Variable Years of Working Experience (years) χ2 (P) value
1-5 6 – 10 11-15 16-20 26-35
(Affective domain of learning) SA 0 1 0 0 0 10.341
Students are always willing to learn A 14 5 4 0 1 (0.242)

D 3 2 1 2 1
SD 0 0 0 0 0

(Cognitive domain – comprehension) SA 2 2 0 0 0 24.749

Students always understand my lecture (0.016)
A 11 6 2 1 1
D 4 0 3 1 0
DA 0 0 0 0 1

(Cognitive domain – evaluation) Less SA 0 2 0 0 0 19.643

than 20 % of students fail my course A 13 5 1 1 1 (0.074)
D 2 1 3 1 0
DA 1 0 1 0 1

Table 3:- Relating Lecturer’s Work Experience to Hard Skills Teaching Methods (Chi-square and P Value)

S/N Questions Response to Questions (Frequency [%])

SA A DA SD NR Total
1 The secondary school background of students 18 13 3 0 0 34
affects their performance in the college 52.9% 38.2% 8.8% 0% 0% 100%

2 There are many students admitted by faulty 15 16 3 0 0 34

admission process that I teach 44.1% 47.1% 8.8% 0% 0% 100%

3 Faulty admission process is responsible for poor 19 14 1 0 0 34

academic performance of many students 55.9% 41.2% 2.9% 0% 0% 100%

4 Students tend not to understand my lectures 6 14 14 0 0 34

when they become more acquainted with me 17.6% 41.2% 41.2% 0% 0% 100%

5 I have more responsibilities than I should due to 8 26 0 0 0 34

poor staff in lecturing 23.5% 76.5% 0% 0% 0% 100%

6 There is no need to always use instructional 3 16 13 2 0 34

materials available during lecturing 8.8% 47.1% 38.2% 5.9% 0% 100%

7 I always prepare lesson plans during lectures 18 15 1 0 0 34

52.9% 44.1% 2.9% 0% 0% 100%
8 The academic calendar is not always followed 5 25 3 1 0 34
14.7% 73.5% 8.8% 2.9% 0% 100%
9 Mathematical skills are important in the 13 15 4 1 1 34
course(s) I lecture 38.2% 44.1% 11.8% 2.9% 2.9% 100%

10 Most students I teach have sound mathematical 3 14 16 1 0 34

skills 8.8% 41.2% 47.1% 2.9% 0% 100%
Table 4:- Lecturer’s Perceptions and Attitudes to Other Influences on Learning

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Volume 4, Issue 11, November – 2019 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
IV. DISCUSSION more than 80 % passing the course which forms a good
assessment level. According to the results, significant
There is association between the lecturers’ work responses from lecturers that less than 20% fail their
experience and the soft skill ‘academic performance being courses, the 29.4% negative response is a way not too low.
proportional to practical experience’. There are no These negative responses are most likely attributed to the
associations between the lecturers’ work experience and teaching skills, attention to practice skills, relationship with
soft skills like students’ academic performance is related to students, and students’ willingness to study or other reasons
lecturing skills, cordial relationship with students, in this study.
communication in the simplest possible language for
student understanding, lecture modification over the years, Communication is an important soft skill in teaching
positive and negative motivations, lecturing method not and it significantly determines the comprehension of
requiring topic mastery. There is association between the students in teaching or lecturing. Since 35.3 % strongly
lecturers’ work experience and the hard skill ‘students agreed and 61.8 % agreed that they lecture in the simplest
always understand (cognitive domain of learning) the language possible, it shows that high level of
lecturer’s lecture’. There are no associations between the comprehension is expected. It has been demonstrated in a
lecturers’ work experience and hard skills like students study that most primary school teachers established that
always willing to learn (affective domain of learning) and communication is essential in learning progression and
student evaluation of less than 20% fail the lecturer’s instruction [18]. Elegbe [19] supports that interpersonal
course (cognitive domain of learning). This evaluation as a communication is needed in interpersonal relationships and
response is one of the highest component of the cognitive it is good remedy for good lecturers-students’ relationships.
domain of learning based on assessment according Bloom’s Students improve in their studies through motivation
classification [14]. influenced by interpersonal interactions between lecturers
and students. The lecturers also significantly agreed that
The lecturers believe practice helps students perform they have been modifying their lecture methods over the
academically. The health sector training cannot be done years. The modification of lecture method is towards
without practical attachment or clinical experience. It is the improving the skills based on experience to enhance the
period where students learn ethics and clinical conduct for dispensation of knowledge or gaining learning experience.
those whose practice takes place in the clinic. This is in
agreement with the finding that in medical education, As much as 41.2 % of the lecturers disagree that
learning cannot be limited to the classroom but clinical students tend not to understand their lecture after
experience where feedback is required, intensive repetitive acquaintance with them. It is normal for students to
evaluation in clinic count significantly. It has been understand their lecturers better over time as they get
recommended that such undergraduate medical students acquainted with them. Accent, style, mannerisms and
should go through different clinical and non-clinical attitudes may affect learning experiences but with time,
experience frequently to shape the students’ attitudes these characteristics are understood over time. It seems
towards patients and their relations [15]. contrary to known situation that 17.6 % and 41.2 %
strongly agreed and agreed respectively that students tend
A 26.5 % and a 58.8 % for strongly agree and agree not to understand their lecturers after acquaintance.
shows 85.3% of total affirmative responses. 94.1 % of Excessive responsibilities affect lecturers’ duty
lecturers affirmed that student academic performance is performance and consequent student academic
related to lecturing skills. The same 94.1 % believe that performance. The results completely inform us that the
they have cordial relationship with their students. There are lecturers have more responsibilities than they should
several factors that influence student academic performance because the staff strength is inadequate.
including student interactions with peers as well as with
their lecturers. This can be related to the findings of Okello The lecturing method will depend on the topic or
[16] in the teaching and learning of college algebra where course to account for the use of instructional materials. The
relationships with respect to learning and student-lecturer lecturers mostly agreed that the use of instructional
relationships as well as peer relationships facilitate materials is not necessary during lecturing as only 38.2%
learning. The lecturers also believe that students are always did not affirm to that with another 5.9% strongly disagreed.
willing to learn as 2.9 % strongly agreed while 70.6 %
agreed. Comprehension (understanding) like evaluation as a The motivations lecturers have for students are either
component of the cognitive domain of learning is a tool in negative or positive motivations. Positive motivations serve
gauging performance. If 4 out of 34 and 21 out of 34 as encouragement while negative motivations are intended
strongly agreed and agreed that their students always as disciplinary measures or to caution students to be of
understand them, then 26.4 % who gave negative responses good conduct. Being of good conduct helps students to
counts much because it is expected that all students concentrate on studies or pay attention to learning. Only
understand their lecturers always. A competent lecturer 8.8% of lecturers do not motivate students, the remaining
must have control of the class, take responsibility of 91.2% confirmed either strongly or just agreeing that they
materials in their possession, identify the best learning positively motivate students. On the other hand, 17.6% only
objections, plan and achieve them; and meeting the student do not negatively motivate students when they do wrong.
requirements[17]. Less than 20 % failing is equivalent to As much as 52.9% strongly agreed to give relevant

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Volume 4, Issue 11, November – 2019 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
punishment and another 44.1% agreed based on the likert’s responses) against 47.1% disagreed and 2.9% strongly
scale rating. It is known that the positive motivations agreed (total of 50% negative responses).
include praise and appreciation, knowledge of grades while
negative motivation used includes constructive criticism The grasp or mastery of the topic to teach is important
[20]. Others learned were posing of questions, rightly in whatever method one uses. This is usually done during
walking erring student out of class, giving the class preparation for the teaching including lesson plan and
assessment assignment and so on. lesson notes. As 14.7% strongly agreed and 38.2% agreed
that the lecture method does not necessarily require mastery
Lesson plans are important guides to enable successful of the topic means these lecturers need orientation in
delivery of lectures to students. Only 2.9% do not always teaching. For one to have authority during lecture or
prepare lesson plans according to the result analysed. teaching in general, one must master the topic. The 44.1%
Emphasis on lesson plan methods in teaching and micro- that agreed and 2.9% that strongly disagreed seem to be in
teaching has been verified to influence the level of agreement with teaching requirement.
preparedness in delivering effective learning outcome. In
lecturing, lesson plans provide the right direction for V. CONCLUSION
quality learning experience [21].
Although there is significant number of lecturers
The other influences on performance other than trained in the area of professional education, it is important
teaching skills of the lecturer include Secondary school that all lecturers in the institution of learning acquire
background of the students and the school admission qualifications in the area of professional education. It has
process whether it is faulty or based on merit. A very been demonstrated that teachers need some years of
significant number of the lecturers acknowledged that the probation and training before qualifying as teachers in
secondary school background affects students’ higher education [23]. Majority of the lecturers have few
performance. Similarly, the lecturers confirmed that there years of teaching experience and mostly are not permanent
are students admitted by faulty processes. Furthermore, lecturers. In general terms, the teachers in the entire school
they affirmed that faulty admission accounts for poor irrespective of age, qualifications or work experience
student performance. indicated good performance in skills and techniques of
teaching. Soft skills like effective communication, critical
Another reason for reduced performance in schools is thinking, and respect to students and so on should be
the epileptic academic calendar. When schools shut down encouraged amongst all teaching / lecturing staff to aid in
due to strike actions, student demonstrations or unplanned dispensation of teaching tasks. The school should ensure
holidays, it affects normal academic activities and most that admission of students is done strictly based on merit
likely negative academic influence. 73.5% of lecturers against the current practice. As practical experience and
agreed and another 14.7% strongly agreed that academic practice was found a vital part of training in the institution,
calendar is not always followed. The insignificant 8.8% standard laboratories should be constructed and well
that disagreed and 2.9% that strongly disagreed that the equipped to encourage practical learning and practice in
academic calendar is not always followed do not count in institutions like healthcare facilities should be restricted to
this situation. The challenges of higher education in Nigeria places with well qualified, experienced and knowledgeable
as explained by Jaja [22] include declined funding by personnel that will tutor the students at work place learning,
proprietors due to essentially depreciating oil performance, ethics and discipline.
intimidation in schools which depresses the students’
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