Influence of teachers’ and school variables on academic achievement in geography among senior secondary school students in Ogun state, Nigeria

A. A Adebajo; M. A Alake

Influence of teachers’ and school variables on academic achievement in geography among senior secondary school students in Ogun state, Nigeria

Authors

A. A Adebajo
M. A Alake

Keywords:

Academic Achievement, Geography, School, Students, Teacher, Variables

Abstract

Geography plays a critical role in developing spatial awareness, environmental consciousness, and analytical skills among Nigerian secondary school students. Despite this, students’ achievement in Geography in Ogun State remains persistently low, as reflected in 2021 WASSCE and NECO results. This study examined the influence of teachers’ and school variables on senior secondary school students’ academic achievement in Geography. Using a descriptive ex post facto design, the population comprised all Geography teachers and students in Ogun State, from which a sample of 50 teachers and 250 students were drawn through multi-stage sampling. The hypotheses were tested using simple linear regression at the 0.05 significance level. Findings revealed that school variables such as instructional materials (F1, 48 = 0.7447; p > .05), infrastructure (F1, 48 = 0.904; p > .05), and classroom size (F1, 48 = 0.636; p > .05) did not significantly affect achievement. However, teachers’ qualifications, experience, and instructional strategies were more directly linked to students’ performance. Based on the findings, it was recommended among others that there should be regular training for Geography teachers in student-centered strategies, including inquiry-based learning, fieldwork, and digital tools.

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Influence of teachers’ and school variables on academic achievement in geography among senior secondary school students in Ogun state, Nigeria