INFLUENCEOFTEACHERS’EXPERIENCEANDSTUDENTS’GENDER ONSECONDARYSCHOOLSTUDENTS'ACADEMICPERFORMANCE IN BUSINESSSTUDIES
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Date
2025
Journal Title
Journal ISSN
Volume Title
Publisher
Faculty of Education, KWASU
Abstract
Academic performance of students is of major interest not only to parents but also to other
stakeholders in education, whenever students have below average in their performance which
constitutes serious problems. This study was conducted to examine the influence of teachers’
experience and learners’ gender on secondary school students’ academic performance in
Business studies in Ogbomoso, Oyo State. To accomplish this, two specific objective-influence
of teachers’ years of teaching on secondary school students’ academic performance and the
influence of students’ gender on secondary school students’ academic performance in business
studies, with two research questions were answered while two null hypotheses were tested at
0.05 level of significance. The study adopted a descriptive survey design. The study population
consists of 387 respondents comprising 20 teachers and 367 business studies students selected
from 10 Junior Secondary schools in five Local Government Areas in Ogbomosho. The
questionnaire titled (ITLVAPQ) was used for data collection with used of Cronbach Alpha and
reliability coefficient was 0.98. The collected data were analyzed using mean and standard
deviation to answer the research questions and the hypotheses were tested using independent
samples t-test at a 0.05 level of significance. This study found that there was a significant
difference between the mean perception scores of teachers and learner regarding the influence of
teacher tender and teacher qualification on secondary school students’ academic performance in
business studies (t(385) = 0.026, p < 0.05) and (t(385) = 1.80, p < 0.05). Two recommendations
were made among which since teachers' years of teaching experience and students gender
significantly influences students' academic performance in business studies, schools management
should facilitate regular dialogue and collaboration between teachers and students to align
perceptions and create more effective strategies for improving academic performance and ensure
that teaching strategies and school policies do not reinforce gender stereotypes that could affect
students' performance and learning experience.
Description
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Citation
Mamman, J.S., Israel S. Ogundele & Olabisi Abosede Ishola (2024): Influence of Teachers’ Experience and Students’ Gender on Secondary School Students' Academic Performance in Business Studies. KWASU International Journal of Education 7(2) 210-221