|
|
| |
| Teachers’ Variable and School Location As Predictors Of Students’ Academic Performance In Economics In Osun State, Nigeria |
ARANSI, Waliyi Olayemi
|
Abstract:
The paper’s broad objective was to investigate the extent to which teachers’ variables and school location served as predictor of academic performance in Economics among public secondary schools in Irewole and Isokan Local Government Area of Osun State, Nigeria. Multi-stage sampling technique was used to select six (6) schools, two-hundred and eighty eight (288) Economics results of Grade 10 students who sat for Unified Promotion Examination conducted in 2017/2018 academic session was extracted from the statutory records and the teachers variable was extracted from the staff records across the six schools. The data generated were analysed with the aid of student t-statistics at 5 per cent level of significant. The empirical findings showcased that the performance of the students taught by Nigeria Certificate in Education and Bachelor Degree in Education holders were significantly different from those taught by holder of Higher National Diploma. Also, the findings indicated significant difference in the academic performance of the students on the basis of teachers’ teaching experience which was in favour of students who were mentored by the teachers who had spent ten years and above in teaching profession. Besides, it was revealed that the gender of the teachers was insignificant to students’ academic performance in Economics and that significant difference existed in academic performance of students in Economics on the ground of school location, but in favour of urban location students. It was concluded from the study that teachers’ variables such as qualifications and teaching experience exert significant effect on the academic performance of the students in Economics, but variable like gender of the teachers played an insignificant role, while school location occupied a prominent position when academic performance of the students is to be taken into consideration. Recommendations such as provision of conducive teaching and learning facilities in both rural and urban schools, professionalization of teaching in terms of giving teaching certificate upmost regards during recruitment of teachers and encouragement of on-the-job training for serving teachers were made among others.
|
|
|
| | |