INFLUENCEOFTEACHERS’EXPERIENCEANDSTUDENTS’GENDER ONSECONDARYSCHOOLSTUDENTS'ACADEMICPERFORMANCE IN BUSINESSSTUDIES

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.