Ikpeme, Nyenime Daniel, Okri, John Arikpo, Ugboma, Giftie Emmanuel
Abstract
The study examines the effectiveness of teachers’ quality on students’ academic performance in public primary schools in Calabar education zone, Cross River State, Nigeria. Survey design was adopted for the study. A total sample of 400 respondents comprising teachers and pupils was selected. 200 primary schools pupils (primary 5) consisting of 100 males and 100 females; 200 teachers from 10 primary schools were drawn for the study. A research questionnaire titled, Teachers’ Quality on Students’ Academic Performance Questionnaire (TQSAPQ) was used to collect data from teachers and pupils in the zone. Cronbach alpha reliability coefficient analysis was used to determine the reliability of the instrument at 0.78. The data was analyzed using Pearson product moment correlation coefficient (PPMC). The findings revealed that there is significant relationship between teachers’ quality and students’ academic performance, and that the higher the development of the content of classroom activities in terms of lesson note, classroom instructional delivery, the better the improvement on students’ academic performance as related to classroom activities by the teachers. Based on the findings, it was recommended amongst others that teachers should ensure friendly and stress free classroom environment where all students and teachers have mutual understanding on professional best practices.