Perception of Teachers’ Knowledge of the Subject Matter and Evaluation Practices As Correlates of Junior Secondary Students’ Performance in Social Studies in Uyo Educational Zone

Abstract

The examined the perception of teachers’ lesson presentation and classroom management as affecting junior secondary student’ performance in social studies in Uyo Educational Zone. An ex-post facto design was adopted for the study.  The study was conducted in Akwa Ibom State. The targeted population for the study comprised of all social studies students in junior secondary school three (JSS3). Stratified sampling technique was used to select a total number of 494 Junior Secondary three (JSS3) social studies students in uyo educational zone. The research instrument used in the study were: “Teaching Effectiveness Test Scores (TERS) and “Social Studies Achievement Test Scores” (SSATS). Face and content validation of the instrument was carried out by an expert in test, measurement, and evaluation in order to ensure that the instrument has the accuracy, appropriateness, and completeness for the study under consideration. The reliability coefficient obtained was 0.83, and this was high enough to justify the use of the instrument. The researcher subjected the data generated for this study to appropriate statistical techniques such as descriptive statistics meant to answer the research questions and simple regression analysis meant to test the hypothesis. The test for significance was done at 0.05 alpha levels. The study concluded that there is significant difference in the social studies mean score of the student who perceived their teacher’s knowledge of the subject matter as effective and those who perceived as ineffective. It was also concluded that there is significant difference in the social studies performance mean score of student who perceived their teacher’s evaluation practices as effective and those who perceived as ineffective. One of the recommendations was that funding of teaching research should be encouraged by the ministry of education.