Dr. (Mrs) Etta Idaka Idaka, Dr. (Mrs) Eyong Bridget Etengeneng & Dr. Igwebuike, Osedumme
Abstract
This study investigated the influence teachers’ pedagogy and students. academic achievement in tourism in secondary schools in Calabar Education Zone Cross River State, Nigeria. To achieve objective of the study, two hypotheses were raised and tested at 0.05 significance level. The research design employed in the study was survey design. The population of the study comprise 1837 secondary school tourism teachers in Southern Senatorial District of Cross River State. The sample of the study was made up of 370 teachers selected from the population of the study, which is 20%. of the population of the study. Two research instruments titled Techers’ Pedagogy and Students Academic Achievement in Tourism in Secondary Schools Questionnaire (TPSAATSQ) and Tourism Achievement Test (TAT), were used secure data for the study. From the administered questionnaire, data were analyzed with simple linear regression analyses. The findings of the study showed that teachers’ teaching method significantly influenced students’ academic achievement in tourism in secondary schools in Cross River State, Nigeria. It also revealed that there is indeed a significant influence of teachers’ mastery of subject matter on students’ academic achievement in tourism in secondary schools. Recommendations were made by the researcher that every teacher should develop an atmosphere conducive to learning in order to enhance the development of students’ learning experiences. Teachers should also increase their knowledge of various instructional strategies in order to keep students engaged and motivated throughout the learning process. The researcher equally recommended that subject mastery through aptitude test should be a criterion for recruitment of teachers in secondary schools to improve students’ academic achievement, therefore teachers should have mastery of their subject areas to ensure effective content delivery in the classroom.