TEACHERS’ POOR KNOWLEDGE OF SUBJECT MATTER AND LACK OF TEACHING RESOURCES AS CORRELATES OF STUDENTS’ ACADEMIC ACHIEVEMENT IN BUSINESS EDUCATION IN PUBLIC TERTIARY INSTITUTIONS IN ANAMBRA STATE

Abstract

This study investigated teachers’ poor knowledge of subject matter and lack of teaching resources as correlates of students’ academic achievement in business education in public tertiary institutions in Anambra State.Two research questions guided the study and two hypotheses were tested at 0.05 level of significance. Correlational research design was adopted for the study. The population of the study comprised 110 business educators from four public tertiary institutions in Anambra State. Two instruments are developed in this study. Two structured questionnaires were used to collect data. The instruments were validated by three experts in education. The test of the instrument of the instruments reliability was done using Cronbach Alpha to measure the internal consistency of the instrument and reliability co-efficient values of 0.86 and 0.82, were obtained for clusters 1 and 2 respectively in the first instrument while reliability coefficient value of 0.78 was obtained for the second instrument. The Pearson Product Moment Correlation was used to answer research questions. Simple regression correlation analysis was used to test the hypotheses. The findings of the study revealed that there is a high negative relationship between poor subject knowledge and students’ academic achievement in business education in public tertiary institutions in Anambra State. The finding of the study also revealed that there is a high negative relationship between lack of teaching resources and students’ academic achievement in business education in public tertiary institutions in Anambra State.  Moreso, the study revealed that there is a statistically significant relationship between pedagogical challenges (poor subject matter knowledge and lack of teaching resources) and students’ academic achievement in business education in public tertiary institutions in Anambra State. Based on the findings of the study, the researcher recommended among others that Administrators of business education programmes in tertiary institutions should prioritize the professional development of lecturers and departmental members.