Class Size and Teacher Factors as Determinants of Academic Achievement of Students in Economics in Public Secondary Schools in Southwest, Nigeria
| dc.contributor.author | Akinola Olusegun ADESOPE | |
| dc.date.accessioned | 2024-06-11T09:40:41Z | |
| dc.date.available | 2024-06-11T09:40:41Z | |
| dc.date.issued | 2023-12 | |
| dc.description.abstract | It has been observed that students’ academic achievement in Economics has not been encouraging. The statistics from West African Examination Council (WAEC) examination results from 2014 to 2021 indicated low percentage performance of students in Economics in Southwest, Nigeria. This may be attributed to various factors. This study investigated Class Size and Teacher Factors as Determinants of Academic Achievement of Students in Economics in Public Secondary Schools in Southwest, Nigeria. Three research questions and two hypotheses guided the study. Study population consisted of Economics teachers (6,855) and SSS2 students (289,132) in public secondary schools in Southwest. 840 teachers and 3500 students used as sample size. Descriptive survey research design was used. A questionnaires tagged – Class Size and Teachers Factor Questionnaire, CSTFQ (α = .808) and an “Economics Achievement Test, EAT (KR21 = .765) were used to collect data. Data were analysed using percentage and multiple regrssion. Results revealed poor level of students’ academic achievement in Economics (x̅ = 1.202), high class size level (x̅= 3.428), poor level of teacher factors such as attitude (x̅= 1.900), mastery of subject matter (x̅= 1.953), experience (x̅= 2.181) and educational qualification (x̅= 2.353) but good level of teaching styles (x̅= 3.169). Hypotheses revealed significant joint contribution of class size and teacher factors on students’ academic achievement in Economics (F6, 833 = 9.961, P<0.05). It also revealed that class size (Beta = -.084; t = -2.475), teachers’ attitude (Beta = .179; t = 4.960), mastery of subject matter (Beta = .157; t = 2.423) and teaching styles (Beta = .216; t = 5.383) are relatively significant at P<0.05 while teachers’ experience (Beta = -.066; t = -.723) and educational qualifications (Beta = .102; t = 1.235) are not relatively significant at P>0.05. It was concluded that class size and teacher factors influence students’ academic achievement in Economics in Public Secondary Schools in Southwest, Nigeria. It was recommended amongst others that teachers should be trained continuously and the recommended class size should be strictly adhered to. Keywords: Class Size. Teacher Factors, Students’ Academic Achievement, Economics Word Count: 295 | |
| dc.identifier.other | Ph.D | |
| dc.identifier.uri | https://repository.lcu.edu.ng/handle/123456789/487 | |
| dc.language.iso | en | |
| dc.publisher | Lead City University | |
| dc.relation.ispartofseries | Ph.D | |
| dc.subject | Class Size. Teacher Factors | |
| dc.subject | Students’ Academic Achievement | |
| dc.subject | Economics | |
| dc.title | Class Size and Teacher Factors as Determinants of Academic Achievement of Students in Economics in Public Secondary Schools in Southwest, Nigeria | |
| dc.type | Thesis |