1.0 Introduction
1.1 Background of Study
The relationship between teacher characteristics and student academic performance has long been a subject of scholarly attention. Historically, the education system has recognized teachers as central figures in the academic and moral development of students. As early as the 20th century, educational theorists and reformers began emphasizing the significance of teacher quality, experience, and competence in shaping student outcomes. Business Education plays a pivotal role in preparing students for active participation in economic and entrepreneurial activities by equipping them with essential business-related knowledge, skills, and values. It combines academic learning with vocational training, creating a foundation for careers in areas such as accounting, marketing, office management, and business administration. According to Osuala (2004), Business Education is designed to instill both theoretical and practical competencies that prepare individuals to become effective members of the business community and intelligent consumers of economic resources.
The effectiveness of Business Education delivery largely depends on the quality of teachers and their instructional capabilities. Among the various attributes of teacher quality, teaching experience is frequently regarded as a significant determinant of student academic achievement. Adediwura and Tayo (2007) asserted that teacher experience reflects the years spent in the classroom, during which instructors accumulate pedagogical expertise, subject mastery, and the ability to manage diverse learning environments. In this context, experienced teachers are assumed to possess a deep understanding of curriculum content and the ability to apply diverse instructional techniques tailored to students’ learning needs (Adediwura and Tayo, 2007). However, the relationship between teaching experience and student academic performance is not always straightforward. While some studies have shown a positive correlation, others suggest that experience alone is insufficient in promoting high student achievement without continuous professional development and adaptation to evolving educational demands. Rivkin, Hanushek, and Kain (2005) reported that although teacher experience does contribute to student performance, its effect tends to plateau after the first few years of teaching, especially when instructors do not receive adequate support or training in modern instructional practices.
In the Nigerian educational context, factors such as limited access to resources, overcrowded classrooms, and inadequate in-service training often diminish the potential impact of teaching experience. Okebukola (2005) stated that even well-experienced teachers may struggle to deliver quality education in environments that lack basic instructional materials and administrative support. Similarly, Ukeje (2002) affirmed that without regular professional development opportunities, teachers’ practices may become obsolete, rendering their years of service less impactful on students' academic outcomes (Ukeje, 2002).
Nwachukwu (2006) reported that while some experienced teachers are receptive to change and innovation, others are resistant or lack the necessary training, which negatively affects their effectiveness (Nwachukwu, 2006). Business Education is a vital component of the educational curriculum designed to equip students with the knowledge, skills, attitudes, and values necessary for meaningful participation in the business world. According to Osuala (2004), Business Education is a programme that prepares individuals for careers in business and also helps them to be intelligent consumers of goods and services. It integrates theoretical concepts with practical applications in areas such as accounting, office practice, business communication, and entrepreneurship, fostering both academic and vocational competence.
The success of this discipline, like many others, heavily depends on the quality of teachers delivering the curriculum. Teacher experience is often seen as a critical factor influencing student learning outcomes. As defined by Adediwura and Tayo (2007), teacher experience refers to the number of years a teacher has spent in the teaching profession, during which they accumulate content knowledge, develop instructional strategies, and improve classroom management skills. It is generally believed that the longer a teacher has been in service, the more effective they are in enhancing student learning and performance (Adediwura and Tayo, 2007).
In the context of Business Education, experienced teachers are expected to draw from years of classroom engagement, curriculum mastery, and pedagogical refinement to deliver instruction that stimulates student understanding and academic excellence. However, in recent years, debates have intensified regarding the actual impact of teacher experience on student performance. While some argue that experienced teachers offer more stable and effective instruction (Rivkin, Hanushek & Kain, 2005), others contend that teaching effectiveness is not solely dependent on experience but also on continued professional development, adaptability to modern teaching methods, and student-centered practices (Darling-Hammond, 2000). Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the impact of teachers experience on business education students academic performers.
1.2 Statement of Problems
Investigation revealed that the quality of education delivered in schools is often influenced by several key factors, among which the experience of teachers is considered fundamental. in the context of Business Education, a discipline that blends theory with practical knowledge for future economic participation, the role of the teacher’s experience is especially significant. Teachers with long years of service are assumed to possess deeper subject knowledge, effective teaching strategies, and classroom management skills, which is expected to translate into better academic performance for students. However, the reality in many educational institutions reveals a complex picture that is far from uniform.
Additionally, in many Nigerian secondary schools and colleges of education, there appears to be a mismatch between the qualifications and experience of teachers and the academic expectations placed on Business Education students. Inadequate teacher training, outdated pedagogical techniques, and lack of exposure to current industry practices are additional issues compounding the problem. There is also a paucity of empirical data linking teacher experience directly with measurable academic achievements in Business Education, making it difficult for policy makers and educational administrators to make informed decisions.
Furthermore, there is growing concern that despite having teachers with many years of experience, some Business Education students still perform poorly academically. Conversely, some less experienced teachers seem to achieve better results with students, possibly due to their innovative use of modern teaching methods, digital tools, and a more relatable approach to instruction. It is against this backdrop that this study seeks to examine the impact of teachers’ experience on Business Education students’ academic performance.
1.3 Purpose of the Study
The purpose of this study is to examine the influence of teachers’ years of experience on the academic performance of Business Education students, with a view to determining whether and how teaching experience contributes to improved learning outcomes in Nigerian secondary and tertiary institutions.
1.4 Aim and Objectives of Study
The aim of the study is to assess the impact of teachers’ experience on the academic performance of students in Business Education. In achieving this aim, the following specific objectives were laid out as follows:
- To determine the extent to which teachers’ experience affects students’ academic performance in Business Education.
- To examine whether experienced Business Education teachers apply modern teaching strategies that improve student outcomes.
- To compare the academic performance of students taught by highly experienced teachers with those taught by less experienced teachers.
- To investigate the challenges faced by experienced teachers in delivering Business Education effectively.
1.5 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:
- To what extent does teachers’ experience affect Business Education students’ academic performance?
- Do experienced Business Education teachers apply modern teaching strategies that enhance student performance?
- What differences exist between the academic performance of students taught by highly experienced and less experienced teachers?
- What challenges do experienced teachers face in delivering Business Education content?
1.6 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 teachers’ experience and Business Education students’ academic performance
- H1: There is a significant relationship between teachers’ experience and Business Education students’ academic performance
1.7 Significance of Study
The outcome from this research will assist school administrators in implementing better teacher deployment strategies based on experience and subject mastery. It will also provide teachers with feedback on how their years of service translate into student academic performance and areas for professional improvement.
Furthermore, this research will benefit Business Education students by ultimately enhancing the quality of teaching they receive. For Business Education teachers, the study will serve as a reflective tool, encouraging them to assess how their years of service translate into improved classroom delivery and student achievement.
Lastly, researchers and scholars will also find this study useful as it will contribute to the growing body of literature on teacher effectiveness, especially within the Nigerian educational context. It will also contribute to academic research by offering data and insights on the influence of teaching experience within Nigerian schools.
1.8 Scope of Study
This study is limited to selected public secondary schools in Oyo State, Nigeria. It focuses on Business Education teachers with varying years of teaching experience and investigates how this variable influences the academic performance of their students.
1.9 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.
1.10 Definition of Terms
Teachers’ Experience:
Teachers’ experience refers to the number of years a teacher has spent actively teaching in a formal educational institution. According to Adediwura and Tayo (2007), it involves accumulated knowledge, teaching skills, and classroom management techniques gained through continuous instructional practice.
Business Education:
Business Education is a discipline designed to prepare students for roles in business and office occupations. Osuala (2004) defined it as education for and about business, which includes the acquisition of knowledge and skills necessary for economic participation.
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