Teachers’ pedagogic variables and students’ academic performance in social studies in Calabar education zone, cross river State-Nigeria

Abstract

This study was carried out to determine teacher pedagogic variables and the differences that exist in the academic performance of secondary schools’ students in Socials Studies in Calabar Education Zone, Cross River State, Nigeria. The population of the study comprised of all the 126 Social Studies teachers and 6476 JSS3 students in the 72 public secondary schools in Calabar Education Zone. Since all the 126 Social Studies teachers and 6476 students were manageable for the study, purposive sampling was adopted. Ex-post facto research design was used for the study. Data collection was obtained with the use of researcher’s made questionnaire tagged Teacher Pedagogic Variables Questionnaire (TPVQ) and Social Studies Academic Records (SSAR). The instrument had reliability co-efficient 0.793 for the TPVQ. Results from the analysis show no significant difference in the academic performance of students in Socials Studies in terms of teachers’ educational qualification and experience. It was therefore recommended among others that teacher training institutions should scrutinize would-be teachers to ensure that their interest is continuous in their teaching subject.

Keywords: Teachers’ Pedagogy, Variables, Academic Performance, Social Studies.