LESSON PLANNING, PRESENTATION SKILLS AND BUSINESS STUDIES STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN AKWA IBOM STATE, NIGERIA

Abstract

The study determined the relationship between teachers’ lesson planning and lesson presentation skills and Business studies students’ academic performance in public secondary schools in Akwa Ibom State. To achieve this, two objectives, two research questions and two null hypotheses were raised to guide the study. One relevant theory was reviewed in the study. Correlational research design was used for the study. The population of the study comprised all the 714 Business Studies Teachers and 14,583 Junior Secondary three students in the 269 public secondary schools in Akwa Ibom State. Taro Yamene formula was used for selecting 343 JS3 students. Two sets of instruments were used for data collection, these include: Teachers’ lesson Planning and Lesson Presentation Skills Questionnaire (TLPSQ) for Business Studies Teachers and Business Studies Academic Performance Test (BSAPT) for Students. The instrument was face validated by one from Measurements and Evaluation from the Department of Psychological Foundations of Education, one expert from Business Education and one expert from curriculum Studies. The reliability of the instrument was determined using inter-item method of reliability. The TLPSQ was subjected to Cronbach Alpha Analysis while the BSAPT was tested with PPMC, and the indices of .97 and .86 for TLPSQ and BSAPT respectively were obtained. Pearson’s Product Moment Correlation Statistic was used to analyze the data. The r-coefficient of the PPMC was used to answer the research questions and to test the null hypotheses at .05 level of significance. Findings of the study revealed that, teachers lesson planning and lesson presentation significantly relate to business studies students’ academic performance in public secondary schools in Akwa Ibom State. It was concluded that teachers’ lesson planning and lesson presentation skills significantly relate to business studies students’ academic performance in public Secondary Schools in Akwa Ibom State. It is recommended amongst others that, teachers should use students’ progress record to give remedial classes to students with weaker grades after evaluation and not just to rank and monitor their students’ performance.