Teachers’ Instructional Quality and Students’ Academic Achievement in Public Senior Secondary Schools in Kwara State, Nigeria

Abstract

Teachers’ instructional quality played a critical factor towards students’ participation in the lesson. Therefore, this study examined teachers’ instructional quality and students’ academic achievement in public senior secondary schools in Kwara State, Nigeria. A descriptive survey of correlational type was adopted for this study.  Two hundred and ninety- nine respondents participated in the study. The Teachers’ Instructional Quality and Students’ Academic Achievement Questionnaire (TIQSAAQ) was used to collect data for this study. Descriptive statistics of frequency, mean, and ranking were used to answer the research questions raised. Inferential statistics, including PPMC and multiple regression analysis, were used to test the hypotheses at the 0.05 significance level. The findings revealed that the level of teachers’ instructional quality was high in public senior secondary schools in Kwara State, Nigeria; the level of students’ academic achievement was high in public senior secondary schools in Kwara State, Nigeria, and there was a significant relationship between teachers’ instructional quality and students’ academic achievement in public senior secondary schools in Kwara State, Nigeria. Based on this, it was recommended, among others, that educational authorities should sustain and further enhance the high level of teachers’ instructional quality by providing continuous professional development programmes, regular training workshops, and access to modern teaching resources to ensure that teachers remain effective and up-to-date with best practices