Students’ perception of teachers’ effectiveness and their academic performance in agricultural sciences in Calabar South Local Government Area, Cross River State

Abstract

This study was designed to find out students’ perception of teachers’ effectiveness and how it affects students’ performance in Agricultural Sciences. The study was carried out in four randomly selected secondary schools in Calabar South Local government Area of Cross River state, Nigeria. The research formulated three hypotheses. A questionnaire and a thirty – item objective test in Agricultural Science were prepared and administered to Senior Secondary two students of selected schools, numbering, 300. The data collected were subjected to statistical analysis using Pearson Product Moment Correlation. The analysis of data revealed that there is no significant linear relationship between students’ rating of teachers’ effectiveness in teaching methods and students’ academic performance in Agricultural Science. Also, students’ rating of teachers’ effectiveness in knowledge of subject matter and students’ academic performance in Agricultural Science do not significantly relate. There is also no significant relationship between students’ rating of teachers’ attitude to students and students’ academic performance in Agricultural Science. Based on the findings, it was concluded that the teachers should vary their teaching methods to cater for individual differences and needs of the students. It was recommended that teachers should always update their knowledge of subject matter, encourage a threat-free interaction with students, and acquire diverse effective communication and motivational skills.

Keywords: Teaching effectiveness, perception, academic performance