TEACHER’S PROFESSIONAL EXPERIENCE AND STUDENTS ACADEMIC PERFORMANCE IN LITERATURE-IN-ENGLISH

Abstract

The purpose of this study is to examine the Teachers Professional experience and students’ academic performance in Literature-in-English in Ikom Education zone of Cross River State, Nigeria. In achieving the purpose of this study, two null hypotheses were formulated to direct the study. Literature review was done according to the variables under study. Correlational research design was adopted for the study. A sample of four hundred and four (404) respondents was randomly selected for the study the selection was done through the stratified random sampling technique. The Teacher Variables Questionnaire, Learner Variable Questionnaire and Literature-in-English Performance Test was the main instrument used for data collection. The instrument was subjected to face validation by three expert from Arts Education department and two experts in Measurement and Evaluation, in Faculty of Foundational Studies, in University of Calabar, Calabar, Nigeria. The reliability estimate of the instrument was established through the cronbach alpha reliability method ranges from .71 to .89 Regression analysis was the statistical analysis technique adopted to test the hypotheses under study. One-way analysis of variables and simple regression analysis were used to test the hypotheses at .05 level of significance. The result of the analysis revealed the teachers qualification and teachers in-service training significantly influence students performance in Literature-in-English. Based on the findings of this study, it was recommended among others that government should make it mandatory for all teachers in both primary and post primary schools to undergo professional training and retraining and only quality teachers should be allowed to teach in primary and post primary school.