Teachers’ Classroom Practices as Predictors of Students’ Academic Performance in Basic Science among Junior Secondary School Students in Bayelsa State, Nigeria

Authors

  • Dominion Iwe Agunowei
  • Esther Geteloma Blanchard Department of Curriculum Studies and Instructional Technology, Faculty of Education, Ignatius Ajuru University of Education, Port Harcourt, Rivers State, Nigeria.

Keywords:

basic science, teaching strategies, motivation, instructional materials, academic performance

Abstract

The study seeks to ascertain if the teachers’ classroom practices could predict students’ academic performance in Basic Science at Junior Secondary School level in Bayelsa. The focus of the research was to find out if teachers’ motivation of learners, teachers’ communication skills, teachers’ teaching strategies, use of instructional materials, questioning skills and method of teaching can predict students’ academic performance in Basic Science. The study answered 2 research questions and 2 hypotheses were tested at 0.05 level of significance to guide the survey. A total of 48 Science teachers and 480 Junior Secondary School Students from 60 schools were selected via simple random sampling to participate in this study. The study adopted predictive correlation design. The findings revealed that all the teachers’ classroom practices considered in the study predicted students’ academic performance in Basic Science with varying levels of predictive ability. The study also revealed that the collective contribution of all the predictor variables on the academic performance of the students in Basic Science was significant. Sequel to these findings, it was recommended among other things that the State Ministry of Education should make the adherence of teachers to the religious, efficient and effective application of teachers’ classroom practices as one of the pre-conditions for promotion of teachers and not only the number of years a teacher would have spent on a grade level as a yardstick.

 

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Published

2022-03-31

How to Cite

Agunowei, D. I. ., & Blanchard, E. G. . (2022). Teachers’ Classroom Practices as Predictors of Students’ Academic Performance in Basic Science among Junior Secondary School Students in Bayelsa State, Nigeria. ADRRI Journal (Multidisciplinary), 31(1 (8), January 2022-March), 1-13. Retrieved from https://journals.adrri.org/index.php/adrrij/article/view/830