1.0 Introduction
1.1 Background of Study
In recent decades, educational research has continued to demonstrate the importance of teaching effectiveness in improving students' academic performance. Today, there is a growing awareness of the need to continuously improve teaching effectiveness in Business Studies through the adoption of innovative teaching strategies, the integration of technology, and ongoing professional development for teachers. Hanushek and Rivkin (2010) argue that teacher quality remains the most influential school-related factor affecting student performance. in the context of Business Studies, this means that teachers who are well-versed in both the subject matter and modern instructional techniques can foster higher levels of student engagement and academic achievement.
The academic performance of students in public secondary schools has been a subject of concern for educators, policymakers, and stakeholders, particularly in subjects like Business Studies. Business Studies is a core subject designed to equip students with entrepreneurial, financial, and managerial skills, which are crucial in a competitive global economy. The success of teaching Business Studies largely depends on the effectiveness of the teacher, who must not only deliver content but also inspire students to apply practical business concepts in real-life scenarios (Adeosun, 2011).
Teaching effectiveness refers to a teacher's ability to foster an environment conducive to learning, utilizing appropriate teaching methods and maintaining classroom engagement. Research has shown that teachers who employ diverse teaching strategies, such as collaborative learning, project-based learning, and the use of technological tools, are more likely to improve student outcomes (Brophy, 2006).
Teaching effectiveness plays a critical role in determining students' academic performance, especially in subjects like Business Studies in public secondary schools. Business Studies, which combines various commercial disciplines such as accounting, entrepreneurship, and office practice, is integral to equipping students with skills needed in the world of work and commerce. According to Darling-Hammond (2016), teaching effectiveness encompasses the teacher's ability to engage students, use appropriate instructional strategies, and manage the classroom environment efficiently. The interplay between a teacher's subject knowledge, pedagogical skills, and student engagement influences how well students grasp business concepts, which in turn affects their performance.
In Nigeria, public secondary schools face challenges such as overcrowded classrooms, inadequate teaching materials, and insufficient teacher training programs, all of which impact teaching effectiveness. According to a study by Akiri and Ugborugbo (2009), there is a significant correlation between the quality of teaching and students' academic performance. Their research emphasizes that students who are taught by well-trained and motivated teachers tend to perform better academically. Furthermore, studies indicate that students’ academic performance is not only influenced by teaching methods but also by the teacher's content knowledge and ability to connect with students (Rivkin, Hanushek & Kain, 2005).
In Business Studies, this requires teachers to have a strong foundation in commercial subjects and the ability to demonstrate the relevance of these subjects to students' lives. Consequently, improving the pedagogical skills and subject knowledge of teachers in public secondary schools is critical to achieving better academic outcomes in Business Studies. Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the teaching effectiveness and students academic performance in business studies in public secondary schools
1.2 Statement of Problems
Investigation revealed there is inadequate professional training of teachers, which affects their ability to deliver the subject in a comprehensive and engaging manner. Many teachers lack the necessary pedagogical skills and content knowledge to make Business Studies both practical and relevant to students, leading to poor understanding of core concepts (Adeosun, 2011). Also, many schools lack adequate instructional materials such as textbooks, teaching aids, and access to modern technologies, which are essential for effective teaching of Business Studies. Without these resources, teachers are often unable to provide interactive and hands-on learning experiences that enhance students’ academic performance (Akiri & Ugborugbo, 2009).
Additionally, large class sizes are a persistent challenge in public secondary schools, making it difficult for teachers to provide personalized attention and support to individual students. This overcrowded classroom environment reduces the effectiveness of teaching, as teachers struggle to manage student behavior and ensure that all students are actively engaged in the learning process. As a result, students’ academic performance is negatively affected (Brophy, 2006).
1.3 Aim and Objectives of Study
The aim of the study is to examine the impact of teaching effectiveness on students’ academic performance in Business Studies in public secondary schools. In achieving this aim, the following specific objectives were laid out as follows:
- To evaluate the relationship between teaching effectiveness and students' academic performance in Business Studies in public secondary schools.
- To identify the factors that affect the teaching effectiveness of Business Studies teachers in public secondary schools.
- To assess the availability and utilization of instructional materials and resources for teaching Business Studies.
- To examine the influence of class size on the effectiveness of teaching and learning in Business Studies.
- To explore strategies for improving the teaching of Business Studies to enhance students' academic performance in public secondary schools.
1.4 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- What is the relationship between teaching effectiveness and students’ academic performance in Business Studies in public secondary schools?
- What factors influence the teaching effectiveness of Business Studies teachers in public secondary schools?
- How do the availability and utilization of instructional materials impact the teaching of Business Studies in public secondary schools?
- How does class size affect the effectiveness of teaching and learning in Business Studies?
- What strategies can be implemented to improve the teaching of Business Studies and enhance students' academic performance in public secondary schools?
1.5 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: There is no significant relationship between teaching effectiveness and students’ academic performance in Business Studies in public secondary schools.
- H1: There is a significant relationship between teaching effectiveness and students’ academic performance in Business Studies in public secondary schools.
Hypothesis Two
- H0: The utilization of adequate instructional materials and resources does not enhance the academic performance of students in Business Studies.
- H1: The utilization of adequate instructional materials and resources enhances the academic performance of students in Business Studies.
1.6 Significance of Study
The findings of this research study will help identify practical strategies to improve the teaching of Business Studies, which will ultimately enhance students’ learning experiences and academic outcomes. This research will also benefit teachers by highlighting the importance of continuous professional development and the adoption of modern teaching methods to improve their effectiveness in the classroom.
Furthermore, the study will serve as a resource for policymakers in shaping educational policies aimed at improving teacher training, resource allocation, and classroom management in public secondary schools. It will also contribute to the academic literature by providing data-driven insights into the relationship between teaching effectiveness and academic performance in vocational subjects like Business Studies.
1.7 Scope of Study
The scope of the research is focused on teaching effectiveness and student’s academic performance in business studies in public secondary schools using Suleja Local Government Area of Niger State as a case study.
1.8 Limitations of the Study
During the course of this study, there were some problems encountered which stood as limitations to the research work. Some of the limitations include:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
- Initial Cooperation Delay from Respondents: A particular limitation of this work came as a result of the respondent refusal to offer their cooperation at the initial time they were contacted. This contributed in making the success of this research study difficult.
1.9 Definition of Terms
Teaching Effectiveness: Teaching effectiveness refers to the ability of educators to facilitate learning, engage students, and achieve desired educational outcomes (Cohen & Hill, 2000). It encompasses various factors, including teachers’ pedagogical skills, content knowledge, classroom management, and their capacity to create a supportive learning environment.
Students' Academic Performance: Students' academic performance is defined as the measurable outcome of students’ learning activities, typically assessed through grades, examination results, and overall achievement in subjects (Aremu, 2000). in the context of this study, it specifically relates to students' performance in Business Studies in public secondary schools.
Business Studies: Business Studies is an academic subject that focuses on the principles and practices of business management, economics, finance, and entrepreneurship. It aims to equip students with practical skills and knowledge necessary for understanding the business environment and functioning effectively in it (Okoro, 2010).
Public Secondary Schools: Public secondary schools are educational institutions funded and administered by government entities, providing education to students typically between the ages of 11 and 18. These schools are expected to adhere to national educational standards and curricula (Federal Ministry of Education, 2004).
