Teachers Instructional Workload and Upper Basic Education Students Educational Outcome in Ogoja Education Zone of Cross River State, Nigeria

Abstract

This study examined teachers' instructional workload and Social Studies Students educational outcome in Ogoja Education Zone of Cross River State, Nigeria. To guide the study, one purpose of the study was stated and transformed into a statement of hypothesis. Literature was reviewed based on the variable under study. The survey research design was utilized for the study. The sample tor the study was made up of 423 respondents and the stratified random sampling technique was used as the sampling technique. The method of data collection was a standardized questionnaire on the tour point Likert scale of 10 questions and a Social Studies test for educational outcome. The instruments reliability was 0.82 using the Cronbach Alpha reliability method. The simple linear regression test statistic was used for data analysis. The finding of the study revealed the State Government should employ adequate number of qualified teachers to meet the workload standard tor effective teaching, while learning facilities should be upgraded to enhance workload implementation and improve students' educational outcome in secondary schools.