Contributions of Teachers’ Qualification and Content Knowledge to Economics Students’ Academic Performance in Akure South Local Government Area of Ondo State
[1]
Adebusola Seun Omonije, Department of Arts and Social Science Education, Faculty of Education, Obafemi Awolowo University, Ile-Ife, Nigeria.
[2]
Adebayo Joseph Obadiora, Department of Arts and Social Science Education, Faculty of Education, Obafemi Awolowo University, Ile-Ife, Nigeria.
The study examined the contributions of teacher’s qualification and content knowledge on Economics students’ academic performance in Akure South Local Government Area (LGA) of Ondo State. The study adopted ex-post facto survey research design. A sample of 110 respondents involving 100 Senior Secondary School (SSII) Economics students and 10 Economics teachers were randomly selected from ten sampled Senior Secondary Schools in the LGA. Three validated research instruments namely: Teachers’ Qualification Questionnaire (TQQ); Content Knowledge Observation Schedule (CKOS); and Economics Students Assessment (ESA) were used to gather data for the purpose of the research. The data collected were subjected to Multi-linear regression analysis and Analysis of Variance. Results obtained revealed that teacher’s qualification and content knowledge have positive contributions of (0.11 and 0.09) respectively to students’ performance in Economics. Result of the analysis also showed that there is a significant difference (F=4.33, p<0.05) in the contributions of teacher variables. The study therefore concluded that teachers’ qualification and content knowledge contribute to Economics students’ academic performance in Akure South Local Government Area, Ondo State.
Academic Performance, Teacher’s Qualification, Content Knowledge
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