INFLUENCE OF TEACHERS’ PROFESSIONAL QUALIFICATION AND YEARS OF TEACHING EXPERIENCE ON ACADEMIC ACHIEVEMENT OF STUDENTS IN ECONOMICS
*Okeke, Stella Uchechukwu **Iwara, Helen Benedict
*Department of Social Science Education
Faculty of Education
University of Calabar, Calabar
**Department of Social Science Education
University of Calabar, Calabar
Abstract
This study sought to determine the influence of teachers’ professional qualifications and years of teaching experience on academic achievement of secondary school students in Economics in Calabar Municipality and Calabar South Local Government Areas. Two research questions and hypotheses were formulated to guide the study. The research design adopted for this study was the ex-post facto design. Simple random and purposive sampling techniques were used to recruit a total of 92 Economics teachers and 2940 Economics students as the respondents. Two sets of instruments were used for data collection: Teacher Variables Questionnaire (TVQ) and Economics Achievement Test (EAT). One-way analysis of variance and Post Hoc test using Fisher’s Least Significant Difference (LSD) test was carried out on data collected at 0.05 significant level. The results from the analysis of the two hypotheses indicated that teachers’ professional qualifications significantly influences students’ academic achievement” in Economics. This finding means that the educational attainment of teachers has a “significant relationship with” academic achievement of students; on the contrary there was no significant influence of teachers’ years of teaching experience on academic achievement” of students. The study recommended that government and school administrators should give attention to teacher’s level of professional qualifications when recruiting them to form a basis for such recruitment so that people with the right qualifications should be in the classroom for high academic achievement of students……… CONTINUE READING