Dr Effiom Eyo Ekpo & Dr Deborah Bombum Onabe
Abstract
The study assessed the relationship between teachers’ knowledge of curricular contents and students’ academic performance in senior secondary schools in Calabar Education Zone, Cross River State, Nigeria. To achieve the purpose of the study, one research question was raised. Related literature were reviewed. A survey research design was adopted. Simple random sampling technique was adopted in the selection of four (4) local government areas which were Biase, Bakassi, Calabar Municipality and Odukpani. Eight (8) schools were randomly selected for the study using 552 senior secondary school II (SS2) students, including 290 males and 262 females. “Assessment of Teachers’ Knowledge of Curricular Content Questionnaire” (ATKCCQ) was used for data collection and was validated by experts in Measurement and Evaluation. The Cronbach Alpha reliability coefficient ranges between 0.78 to 0.82. Data collected were analyzed using simple linear regression, to test the null hypothesis at .05 level of significance. The finding revealed that there is a significant relationship between teachers’ knowledge of curricular contents and students’ academic performance. The study recommended, among others, that teachers should ensure that they have the knowledge of the curricular contents to enhance students’ academic performance.