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INFLUENCE OF TEACHERS’ COMPETENCE ON STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC SENIOR SECONDARY SCHOOLS IN IKOT EKPENE AND ESSIEN UDIM LOCAL GOVERNMENT AREAS OF AKWA IBOM STATE
ABSTRACT
This study investigated Influence of Teachers‟ Competence on Students‟ Academic Performance in Public Senior Secondary Schools in Ikot Ekpene and Essien Udim Local Government Areas of Akwa Ibom State. Two objectives and two null hypotheses guided the study. The total population was 32,303 students consisting of 14,636 males and 17,667 females from 19 Public Senior Secondary Schools in Ikot Ekpene and Essien Udim Local Government Areas of Akwa Ibom State. A sample size of 323 students consisting of 154 males and 169 females was derived using Taro Yamane‟s formula. The instrument for the study was a self-structured questionnaire titled “Influence of Teachers‟ Competence on Students‟ Academic Performance Questionnaire” which was on a 4-point rating scale of Very High Extent, High Extent, Low Extent and Very Low Extent and was validated by experts in the Departments of Measurement and Evaluation and Educational Management. The instrument was pre and post-tested using a pilot sample size of 10 teachers and a reliability index of 0.70 was obtained using the test re-test reliability method. Mean and standard deviation were used to answer the research questions, while the ztest was used in testing the formulated null hypotheses at 0.05 level of significance. The major findings were that teacher‟s subject content knowledge and pedagogical skills influence students‟ academic performance in public senior secondary schools. Based on the findings, it was recommended that teachers should be encouraged to go for both long term and short term training to boost their quality in subject content knowledge teaching skills in senior secondary schools. Government should also ensure adequate selection of competent and qualified teachers to teach in all senior secondary schools. Keywords: Teachers‟ Competence, Subject Content Knowledge, Pedagogical Skills