ASSESSMENT OF TEACHERS’ VARIABLES ON THE STUDENTS ACADEMIC PERFORMANCE 
	IN ECONOMICS IN ILORIN EAST 	
SECONDARY SCHOOL, 
KWARA STATE.

BY

ISMAIL HASSANAT TAYE
MATRIC NO: KWCOED/IL/21/0136

BEING A RESEARCH PROJECT SUBMITTED TO THE DEPARTMENT OF BUSINESS EDUCATION, SCHOOL OF VOCATIONAL STUDIES AND TECHNICAL EDUCATION, KWARA STATE COLLEGE OF EDUCATION, ILORIN

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF  THE NIGERIA CERTIFICATE OF EDUCATION (NCE)	

                     JULY, 2024

APPROVAL PAGE
This is to certify that, this research work was carried out by Ismail Hassanat Taye as part of the requirement of the Kwara State College of Education, Ilorin for the award of the Nigeria Certificate in Education.

MRS. KAMALUDEEN   	_____________		_____________
PROJECT SUPERVISOR 	 SIGNATURE 		DATE 

  MR, ADEFILA J.S  		_____________		_____________
HEAD OF DEPARTMENT	 	  SIGNATURE 	DATE 

DR. ALUKO K.A.		 _____________		_____________
PROJECT CO-ORDINATOR  SIGNATURE 		DATE 

DEDICATION
This project is dedicated to the Almighty God for his mercy, guidance and protection from the beginning to the end of my course. 
It is also dedicated to my daddy and mummy Mr. Ismail S.T. and Mrs. Ismail F.I. for supporting me morally and financially, may Almighty Allah reward you (Amen).

ACKNOWLEDGEMENTS
First and foremost, my acknowledgement goes to the Almighty Allah who has help me to complete my project work successfully, glory, honour and adoration be unto Allah. 
	I am using this privilege to appreciate the effort of my supervisor Mr. Akanni, L.F. for his patience, accessibility, painstaking, valuable advice, God bless and reward you sir (Amen). 
	I am equally indebted goes to H.O.D Business Education and other lecturers in the department of business education for the knowledge imported in me throughout my stay, in the department and their contribution and guidance towards my educational achievement.
	My appreciation also goes to my parents Mr. Ismail S.T. and Mrs. Ismail, F.I. and every member of my family who has contributed in one way or the other in making my dream   a reality.
	My gratitude also goes to my brother and sister in person of Ismail Halimat, Ismail Hajarat, Ismail Aliu. I pray that God will reward all of you. 
Lastly, I appreciate my lovely one in person of Kamaldeen Opeyemi, Imam Shakirat, Aminullahi Hafsoh, Mustapha Opeyemi.   

ABSTRACT
	This study was carried out to investigate the analysis of teachers’ variables under Universal Basic Education on academic performance of students in junior secondary school in Ilorin East Local Government Area of Kwara State.
The information used for this study were obtained from 8 (eight) randomly selected secondary schools in Ilorin East Local Government Area of Kwara State. Also t-test was used to analyze the data gathered from the selected secondary schools.
The result of the study revealed that there is significant difference in teachers’ variable under Universal Basic Education on academic performance of student in junior secondary school in Ilorin.
 Based on the findings, recommendations were made that the government should make provision for in-service training, motivation and increase in condition of service for teacher, organize entrenchment programme to check mate and discipline in schools and discourage teachers’ centred approach.

TABLE OF CONTENTS
Title Page									i 
Certification 				                  				ii
Dedication 					 				iii
Acknowledgements 			                      				iv
Abstract 					           				vi
Table of Contents 				           				vii
CHAPTER ONE: INTRODUCTION	
Background to the Study 							1
Statement of the Problem							4
Purpose of the Study 				                           		5
Research Questions 					                                	7
Research Hypotheses				                               		7
Delimitation of the Study 		    		                                 	8
Significant of the Study				                               	8
Definition of Major Terms (Operational Definition)				9
CHAPTER TWO: REVIEW OF RELATED LITERATURE 
Meaning, Nature and Scope of Economics                                		11
The Teachers’ Qualification	                                               			14
Teaching Experience	                                                               		22
Summary of the Literature Reviewed			                    		27

CHAPTER THREE: RESEARCH METHOD
Research Design								29
Population of the Study 				                             	29
Sample and Sampling Techniques 				               	30
Research Instrument 				                             		30
Validity of the Instrument 	                                               			31
Reliability of the Instrument                                                 			31
Administrative of the Instrument                                          			31
Data Analysis  						                 	32
CHAPTER FOUR: RESULTS AND DISCUSSION
Results 									33	               
Discussion of Results                                                              		38
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary 									41           
Conclusion 								           42
Implication of the Study 							42     
Recommendations 							        	43
Limitation of the Study 							44
Suggestions for Further Studies						44
REFERENCES 				                                            	46
APPENDIX 			                                                                        48   

LIST OF TABLES
Table 1: Distribution of teachers according to their qualification	    	33
Table 2: Distribution of teachers according to their Teaching Experience 	34
Table 3: Distribution of teachers according to their Sex          		34
Table 4: Distribution of teachers according to their residence                     	35                                            
Table 5: The result of mean and standard deviations for
	 boys and girls							          	35                                                   
Table 6: The result of mean and standard deviations for boy and girls	36
Table 7: The result of mean and standard deviations for boys and girls	37

CHAPTER ONE
INTRODUCTION
Background to the Study
The challenges facing promotion of Universal Basic Education in any studies of the world, requires serious historical approach and its proper understanding to solving the contending issues arising is very important. The past is the summarized experience of the society, without experience, individual or society is as lost as a baby without a mother, a potholder without a touch (Horold, 2010). In essence history has been carefully taken records of the nations events be it political, economic, socio-cultural, religion or educational changes. The more changes in the society, the more it become imperative for the past to be studied with a view to establishing the connection and continuity between what had been said and happened and what is. Rowce, (2007) said, “It is indispensable to understand the world which we live in, and which gives us such frightful hard knocks, if we do not know what we expect”. This statement can certainly occur if we allow ourselves to be ignorant of the situation on ground. What is been noted here is that the relevance of the past in the sustenance of Universal Basic Education objectives is incontestable because human experience repeats itself.
The past has it that Nigeria educational system has been undergoing reforms with the view to making education more relevant to our needs and aspirations. A major move towards restructuring education resulted in the holding of a national curriculum conference in 1969. A major part of the recommendation of the conference was a shift from 6-5-2-2 system to 6-3-3-4 system which is a system whereby a pupil spent 6 years in the primary school, 3 years in the junior secondary school, 3 years in the senior secondary school and 4 years in the tertiary institution (Ikejiani, 2014). True education is one that the young and old are literates and false education can destroy individual and society. Former American president, John F. Kennedy said, “A child mis-educated is a child lost” (Olufunwa, 2014).
The vision and mission of Universal Basic Education started in 1999 and became a law in 2004. Inspite of the above sound intents, it seems the machinery employed in effecting it is faulty, judging by the persistent criticism levelled against it. To actualize the vision and mission of this laudable programme, the place of the past is incontestable as no nation can survive without the past, because it keeps the nation fit to find the souls and the search of its survival. Cecil Rhodes in Marwick (1970) confirmed this when he said “No to know the past is to remain a child forever”. We cannot pretend not to know the reasons behind the collapse of the previous system of education we imported years ago. The knowledge of the past is very important as regards to this research project.
This level of education is the fundamental stage in the total educational network being the pivot of all formal and informal learning.  This level of education holds the key to the success or otherwise of further levels.  Mkpa, (2008) and Akpan (2009) have held these views, arguing that  the levels of a learners performance at higher levels of education are determined by the strength of what is received at the primary stage.  Mkpan project this view in the following opinion:
Any positive gains made of the primary level are: Carried over just as any pedagogical and motivational errors committed... result in  some catastrophic consequences.

This reasoning, regards Basic Education as a determinant of further performance of the learner.  There is need, then to ensure a sound foundation here. Looking at this level of education as it affects young and old, Lockheed, Verspoor and Associates (2001) indicated that:
A poor system of (Basic Education)...  Produces pupils students who are poorly Prepared... and adult who are illiterates,  most important, it does not produce enough truly educated parents, workers and managers who can contribute to development.

Majority of Nigerians expectation is that the school should teach everything a child should know.  This is wrong, George Santayana, a Sparnishbarn American philosopher quoted by Olufunwa (2013) put it well, “a child educated only at school is an uneducated child”.  In support of George’s statement, the British writer John Ruskin 1819-1900 in Olufunwa (2004) sad, “Education does not mean teaching of people to know what they do not know: but it means teaching them to behave as they do not behave”.  Until Nigerians discern, prefer and do the good rather than the bad, we cannot claim we are truly educated.  The simple example is the attitude of the Boko-haram, a militant group rising against the process of eradicating illiteracy in this nation. The British Biologist Thomas Henry Huxley 1815-1900 in Olufunwa (2004) said long ago, ‘perhaps the most valuable result of all education is the ability to make yourself do the thing you are to do, when it ought to be done, whether you like it or not’.  This implies that most of the problems we are facing today could be traced back to the history of our poor Basic Education foundation.  What then are the objectives of Basic Education?
The major objective of Basic Education as stated in the law establishing it in 2004 is to ensure that every young and old woman or man in Nigeria is literate.  This can be achieved through the following: Ensures that in a formal setting, teacher standards policies are maintained (i.e.  a teacher must have professional knowledge for professional practice and professional engagement). Also, ensures learning opportunities for both young and old learners.  We have Nigerians who are multimillionaires who cannot read and write.  This programme is an opportunity for them to learn through informal setting.
Statement of the Problem
Education as a social phenomenon is faced with many problems one of the problem is lack of enough qualified and experienced teachers to teach the subject in both junior and senior secondary school in the country, in the state and in Ilorin East Local Government of Kwara State which is the focus of this study.
Although, if one looks at education and taken the secondary level from the philosophical point of view (wholeness and qualitative analysis) one may think or say that over 65% of the student do pass their Junior Secondary School Certificate every year, but if one looks at it from scientific point of view empirical study and quantitative analysis, one would observed that the first statement is a myth or misconception be as in the real sense less than 20% do pass at junior secondary certificate (Yusuf, 2004) in their examination “Ceteris Paribus” (i.e. all other thing being equals).
Thus, the focus of this research work is to investigate to the programme of Universal Basic Education, focusing on the Academic achievement of the student in junior secondary school.
Purpose of the Study
The general purpose of this study is to find out the effect of teachers variables on the student academic performance in Junior Secondary School especial in Ilorin East Local Government Area of Kwara State.
Therefore, the study is carried out to find out:
a.	The effect of the qualified teachers’ employed to teach in the junior secondary school on the academic performance of students in Ilorin East Local Government Area.
b.	The effect of the experienced teachers employed to teach on the academic performance of the students in junior secondary schools.
c.	The effect of the sex of teachers’ employed to teach in the junior secondary school on the academic performance of the students.
The knowledge of these will helps in the understanding of different socio and educational forces that influent Basic Education. Since these forces affect education that is teachers qualification teachers’ experience and the gender of the teacher, the understanding of this will helps in bringing to the learners qualities teachings for proper education.
Other purpose is that, it provides to the learner, a wider knowledge in their areas of studies. It provides to the learner an opportunity for understanding their subject of specialization and also has influence on the society. Since the school exists within the society and it is meant to serve it, the educational policies and aims must reflect the desire and aspiration of the society. For instance an educational programme such as the Universal Basic Education (UBE) in Nigeria is meant to help reduce the hitherto high rate of the Nigerian populace. Illiteracy has been responsible for the increasing tendencies for ignorance and poverty. A programme like the UBE may help remedy the occurrences of the incidences of these factors.

Research Questions
i.	Is there any significant different in student taught by experienced teachers and inexperienced teachers?
ii.	Is there any significant different in teacher taught by male or female teachers?
iii.	Is there any significant different in the teachers’ variable son the academic performance of students?
iv.	Is there any noticeable effect of teachers’ variable on the attitude of the student to learning?
Research Hypotheses
i.	There is no significant different in student taught by experienced teachers and those taught by inexperienced teachers.
ii.	There is no significant different in student taught by male teachers and those taught by female teachers.
iii.	There is no significant different in the performance of student based on teachers’ variables.
iv.	There is no noticeable effect on the attitude of student based on teachers’ variables.

Delimitation of the Study
The study was limited to investigate to the programmed of Universal Basic Education, focusing on the academic performance of the students in Juniors Secondary School in Ilorin West Local Government Area of Kwara State.
The investigation was also limited to only JSS I - JSS III in the selected secondary schools and also to the teachers that is teaching the subjects in these junior secondary classes. The teachers teaching these classes including both experiences and inexperienced teachers, both male and female teachers in these junior secondary schools.
The researcher restricted himself to the analysis of the terminal examination. The results of students in the junior secondary school in selected schools for better and easy to the teachers teaching subjects in the junior secondary schools to see to the success of the project.
Significance of the Study
Basic education significant can only be meaningfully understood when it is known for what society and purpose, individuals we been educated.
It provides to the learner, a wider knowledge of the society. It provides to the learner an opportunity for understanding the society and also its influence on the environment.
The past provides knowledge, which aids in the formulation of education policies. Since the school exists within the society and it is meant to serve it, the educational policies and aims must reflect the desire and aspirations of its society. For instance, an educational programme such as the Universal Basic Education (UBE) in Nigeria is meant to help reduce the hitherto high rate illiteracy amongst a great majority of the Nigerian populace. Illiteracy has been responsible for the increasing tendencies for ignorance and poverty. A programme like the UBE may help remedy the occurrence of the incidences of these factors.
In addition history helps to promote objectivity; Effectiveness in the organization and administration of learners in either formal or informal setting can be achieved by utilizing the knowledge of history of education. This can bring about objectivity in the running of schools by individuals.
Definition of Terms (Operational Definition)
The following variables and terms were clarified below as it is used in this study.
Qualified Teacher: In this study, a teacher who possesses such qualification as NCE, B.Sc. (Ed.), B.Sc + PGDE, B.A. (Ed), e.t.c.
Unqualified Teacher: In this study, a teacher who does not possess any of the qualification stated above for example, HND, B.A., B.Sc. e.t.c. without any educational qualification.
An experienced teacher: In this study, a teacher that has been teaching in the secondary school for the period of five years and above.
Less experienced teacher: In this study,  a teacher that  has been teaching in secondary school for less than five years.
Students’ Performance: In this study has to do with accomplishment of proficiency of performance a given skill or body of knowledge or knowledge attained or skill developed in the school subjects usually designed by the teacher or both (Barry, 2000) for the purpose of this study, the students performances were the scores obtained by JSS I, JSS II and JSS III students their terminal examination in some selected schools in Ilorin East Local Government in Kwara State.
UBE: In this study, UBE means Universal Basic Education.
Teachers’ variable: In this study is used to denotes different methods and instructional materials use by teachers in order to facilitate teaching and learning in this class.
Gender: In this study implies the sex of teacher either male or female.
Influences: In this study is taken to mean “the impact” or bearing of one system or operation.

CHAPTER TWO
REVIEW OF RELATED LITERATURE
Introduction
A number of studies have been carried out on the analysis of teachers’ variables on students academic performance in various subjects ranging from Government, Geography, Commerce, Account, Biology, Chemistry, Physics, Fine Arts e.t.c. both nationally and internationally, but little or none has ever been done on Economics as a subject which this chapter attempt to examine. This chapter is devoted mainly to look into and make reference to the studies in various subjects above with the view to exposing the dangers in lack of teachers’ teaching experience and qualification on the performance of students in Economics in Ilorin East Local Government Area of Kwara State.
The literature view is presented under the following sub-headings:
•	Meaning, nature and scope of economics.
•	The teachers’ teaching experience.
•	Students performance.
•	Effect of teachers’ qualification on students’ performance.
•	Summary of the Literature Reviewed.
The Meaning, Nature and Scope on Economics
There is no single or worldwide acceptable definition of the term “Economics” because there are various economists that study the subject and each and every one of them viewed it from their own personal and individual perspective. The varieties and differences in definition is indispensable because the different scholars that defined the discipline are from different environment where different cultural peculiarities, situation and experiences are being exposed to. Thus, it is necessary that we have such divergent opinions on the subject.
According to Ress (1988), economics is about statistics and graphs. He emphasized that the subject embraces all the satisfaction to be derived through consumption of produce and related behaviour. Smith (2000), define Economics as an enquiry into the nature and causes of wealth of nation. This definition gives cognizance to factors or causes and nature of wealth of nations in essence; the definition implies that Economics is a core factor to nation’s wealth.
Ferguson (2011), defines Economics as “a study of the economical allocation of scarce physical and human resources among competing ends an allocation that achieve a stipulated optimizing or maximizing objective” more specifically, Economics may be defined as a social science which takes care of the action of individuals in the processes of production, disturbing, exchanging and consuming goods and services. Hornby (1994), defined Economics in different ways:
1)	The science of production, distribution and consumption of goods.
2)	The condition of country as to her material property.
To Combell (2010), Economics is concerned with efficient utilization of limited resources for the purpose of attaining the maximum satisfaction of human wants. He is of the view that man’s wants are unlimited; it is the corner of Economists to make living a comfort for man through his exposure to Economics theories and manipulations. Saka (2000), opined that Economics is a social science concerned with the administration or resources.
John (2010), view Economics as a subject that deals with how people react to economic situation and how they behave while they engage in their daily economics activities. Ojo (2001), opined that economics is a science subject which concerned itself with the process whereby insatiable human wants are satisfied with the limits imposed by the available resources which have the alternative uses.
Johnson (2001), sees Economics as a discipline in social science which focuses attention on how the scarce resources in the society are prudently managed to satisfy unlimited human wants.
Having successfully dealt with the meaning of Economics as a subject (Economics) as a science or social science subject. It can be concluded that Economics as a subject is never a science subject. Rather, it is a subject that takes stand between the two different subjects (natural science and arts or social subjects). So, it is a social science subjects. “How”?
Before convincing justice could be made on the above facts one ought to have taken time to draw a line of demarcation between science and social subject. Thus, what is science? What are the basic features of it? etc. Science is seen as knowledge arranged in a orderly manner, particularly those that are based on observation and testing of facts. Natural science is interested in studying non-human phenomena (matter). It has laboratory for scientific research, experimentation and testing. Natural science is interested in action-meaning i.e. scientific interpretation of an outcome. Scientists make use of instrument such as observation, hypotheses formation, data collection, experiment, interpretation, evaluation e.t.c. on this research work.
The Teachers Qualification 
The importance of teachers cannot be over stressed. This is because teacher plays a number of roles both in educational setting in particular and in human life in general. Taiwo (2005), recognized that the key to a quality education is the availability of well-qualified and competent teachers.
The teachers occupy a key position in any learning situation because nearly every child in our society spends important parts of twelve vital development years in the classrooms. Many of these hours are spent on interpersonal transaction with a professional person which are trained in impacting knowledge and including their cultural values towards the actualization of professional goals and objectives i.e. the realization of each child’s potentialities. Thus, the teacher can lead a child to become skilled, to know perceptive and effective skills in his world, to master confusion so as to reorder experiences through his own invention, to communicate in the modes of his culture, to extend is interest to far places and time, to act, to organize e.t.c. Qualification in this sense is a combination of the educational experiences physical, social and mental characteristics of those teachers, which determine his fitness for an educational position Good (1993).
Added to this is the fact that teacher education involves the training of professional who will educate students in future. Despite the complexity in the field of teacher education, one cannot over emphasize the importance of academic training of teachers in all categories. It is because the efficiency of any institution depends to the academic competence of the teaching staff as no education system can rise above the quality of its teachers.
A number of studies that were carried out indicated the need for teacher academic qualification in their various teaching subjects such studies include those of Swan and Jones (2011), Ivowi (2013), Akintola (2015), Soyibo (2015), Abimbola (2006) and Otunba (1987). The finding was that teachers should receive appropriate training in the subject matter so that their classrooms instruction could be meaningful and relevant. Robes (2009) study indicated that teachers have needs according to the science discipline, taught. Ivowi, Akintola, Soyibo, Abimbola and Otunba fund out misconceptions by their teachers. All the above studies proved that training of prospective teachers to acquire the necessary qualification in the mater area can never be over emphasized.
Teachers’ qualification is measured in standard of knowledge, ability, skill professed by the teacher for the successful performance of his duties. A teacher is certified qualified if he has measured up to the required standard of course, the teacher needs to undergo some training to quality as a teacher. Fafunwa (2011), opined that professional characteristics are needed for the teachers to be adequately trained professionally in his curriculum because training brings about qualification while the teacher’s experience adds to the effectiveness of instruction. This qualification of the teacher could be used as a prediction of how effective he would be in teaching which in turn could be used to predict pupil’s learning outcome.
George (2016), in his lecture to the mathematics association of America on learning and teaching says “If the teacher has no experienced or creative work of some sorts, how well would he be above to improve and help or even recognized the creative ability of his students”. He drew out attention to the importance of the qualification of the teachers with respect to the quality of education.
Hussen (2011), is of the opinion that higher qualification of teacher are found to be important for teaching at secondary school level. Teacher training and qualification have a positive effect on students’ learning outcome. More intelligent and knowledgeable teachers are reported to produce high performance. The pathetic occurrence is the fact many people have be making teaching a stepping stone to other profession that tends to look more lucrative. Some have entered the teaching profession under the delusion of teacher working for few hours and enjoying longer holidays than other workers. They have forgotten the fact that the ultimate objective of any qualified teacher should be to prepare and induce effective learning.
In any teaching and learning situation, the teacher is a center figure for occupying a very important position. Edward and Marjorie (2007), opined that any discussion of a good classroom teaching and learning situation may logically being with an appraisal of the teacher’s qualification and his role. There is hardly anything wrong with science teaching today that some skillful science teachers cannot overcome. The improvement begins with assignment of a teacher who has a good science background, has knowledge of the objective for teaching science, is interested in teaching, knows how children learn and wait to be good teacher. The teacher is then the key to the learning situation. And his concern for them is reflected in his success as a teacher.
From Edward and Marjorie, the teacher is the first resources to consider when it comes to teaching and learning. This is because he is directly connected with the learners. It is the teacher who will implement the curriculum designed for the learners of course, he cannot do this effectively without using his own initiative and any additional professional qualifications possessed by him. To buttress Edward and Marjorie’s view, Silber (2000), explained that no matter what curriculum is used, what degree of equipment sophistication or amount of teaching aids available, what conditions under which students are taught, the one key overriding factor for success is the qualified teacher, Nkabinde (2010), is also in support of Silber by saying that whatever system of education is adopted, the key factor must be the strength of the teaching force. The teachers are always the key. Thus, it is vital to have good and qualified teachers.
Berday (2013), in support of the qualification of teachers for effective teaching and said that the strength of any educational system must largely depend to the quality of its teachers. However, enlightened the aims, objectives and efficient administration and the value of child is determined by the teachers. there is therefore no more important matter than that of securing a sufficient supply of the right kind of people to the profession, providing them with the best possible training and learning as well as enquiring to them a status and esteem commensurate with the importance and responsibility of their work.
An article published in the Daily Times of January 14th 1982 (p.17), “The Poor Teacher Again” states that for every misdeed of the pupils, the teacher is blamed for incompetence. Philips (1992), in his own opinion said that good teaching is then direction of learning process for a teacher to be good he has to be qualified and know the best way to teach is subject understand to the students so as to be able to apply what they have learnt for their own good and for the good of the society which they form part.
Ginott (2012) is of the opinion when he puts himself in a place of a teacher and said that “I have come to a frightening conclusion that I am the decisive element in the classroom. It is my daily mood that makes the weather. As a teacher I possess a tremendous power to make a child miserable or joyous. I can be a tool for future or an instrument for inspiration. I can humiliate or create humour, hurt or heal. In situation, it is my response that decides whether crises will be escalated or de-escalated (p. 37) with the statement above, it shows that teacher possesses a tremendous power to make a child miserable or joyous. Marror make his future. The teachers’ roles and his attitudes therefore can affect his or her students’ learning positively or negatively.
For the teacher to make a successful teaching, he has to equip himself with certain qualities which are imperative to the realization or attainment of his goals. Among these qualities are the professional qualifications of the teachers. The more the qualities, the better the teacher in goal attainment, we should probably agree that it is quite possible to have two teachers of equal intelligence, training group of subject matter who nevertheless differ considerably in the result they will achieve with students part of the differences can be accounted for by the effect of a teachers personalities on the learners.
Stern (2010), opined that using teachers questionnaire, he reviewed 34 studies comparing non-directive with directive instruction. He therefore concluded that good and qualified teacher seem to reflect more of the following qualifies.
•	Willingness to be flexible and be direct as situation demands.
•	Ability to perceive the world from the students point of view.
•	Skill in asking questions (as opposed and seeing self as a kind of answering services)
•	Provision of well-established examination procedure,
•	Reflection of an appreciative attitude (evidence by nods, comments, similar e.t.c.) in essence, a good and qualified teacher is one who has sense of humour for empathetic democratic and apparently more able to relate easily and naturally with students on either a one-to-one or group basic, more open, spontaneous and adaptable to change.
Fagbamiye (2000), observed that schools with stable programmes and experience and qualified teachers usually have better school facilities in terms of school buildings, books, school equipment and laboratories than those schools that have difficulty in attracting experienced and qualified members of staff. In later study in 2001, he also asserted that a close study of data reveals that the growth of students number is far in excess of the rate of increase in teaching force increase in the population of students could be linked to geometrical increase viz: 2, 4, 8, 32, 64……. while increase in teaching force could be linked to arithmetical increase  viz: 1, 2, 3, 4, 5, 6, 8, 10, …… professionally the teaching force seems to be only way to control the influx of qualified persons into the teaching profession.
Musgrave (1990), said that for the teaching force to be recognized as a profession teaching must fulfill the following conditions;
1)	It must have become a full time.
2)	Training system must be established.
3)	A professional association must be established for coordination.
In addition to this, a standard needs to be set for membership of teachers’ professional body at each level of educational system.
Marshall (2010), has rightly pointed out that their practice of profession that were recognized as such in the last century was based on close personal relationship between the practitioner and his client. Ignorance of the client is fundamental to the need to consult the practitioners. Mastery of such relevant knowledge required high intelligence and some training on the practitioners’ part. What would be the fact of the client (students) who is his ignorance consults an ignorant practitioner (the unqualified teacher)? The unqualified teacher should not practice the profession. Ogundele (2012), suggested the establishment of Teacher Registration Council (TRC) as a way of curbing the flow unqualified teachers into the teaching profession which has been the green light now. In the same vein, I will also like to suggest the formation of teachers task force or teaching task force to better consolidate and commensurate the T.R.C i.e. T.R.C sees to the specification of qualified persons for teaching other one; teachers task force will stop or banish the unqualified persons out of teaching profession.
Teaching Experience
 Teachers’ experience can be said to be those attitude or skills acquired by the teacher through his perception and participation in instructional programmes. The experience of the teacher will help him to be able to cope and adapt to changes in the educational programme. In this way, he will be in a better position to understand and pilot them towards the attainment of desirable educational goals and objectives. Teaching is more than presenting facts to the learners or demonstrating skills. In making decision and classroom management, the teacher has a role to play. This is why Sands and Hull (2015), see experience as a vital point in science teaching and learning situations. According to them, experienced science teachers make many management and control decision in very lesson with an ease which a novice or less experienced one can only envy. One of the reasons is that they have probably experienced similar events may times before.
George (2016), in his lecture to the Mathematical Association of American, teaching and learning says “if the teachers have no experience of creative work of some sort, how will he be able to inspire to help or even to recognize the creative ability of his students. Surely, the teachers will be a little better then the learner is he has no experience. The teacher definitely needs experience to teach the learner the suitable learning experience. Schunner (2011), in his work titled “relationship between mathematics achievement and certain factors resident in teaching, teacher, pupils and schools” found out that classes taught by teachers who had more than eight years of teaching experience had a higher achievement than class taught by less experience teachers. This view is shared by Nkabimde (2002), when he that the teacher at any level for education needs some experience to improve his teaching and make learning more meaningful to the learners.
According to Schuner (2011), teaching is a cycle which is repeated across group of students every year. Thus, a teacher through the use of evaluative results is able to improve his teaching year-by-year. Balogun (2012), says that needless to say that our teacher education must be both academically and professionally qualified. It is useful if they have had of a fruitful school teaching experience so that they could teach with insight and confidence. Sometimes, we find teacher education even at the University level who have not had the right type of experience and do not seem to  have a clear conception at least of what they are supposed to be doing. This clearly does not make for effective teacher education.
Campbell (2009) and Rothman (2000), reported some basic teacher characteristics which influence students’ learning outcomes in science, they include:
i.	Length of teaching experience.
ii.	Teacher’s attitude to science.
iii.	Teacher’s attitude to the subject.
They also explained that although characteristics resident in students such as intelligence, motivation, aptitude, home background, sex, age, attitude, e.t.c are all contributory factors to students achievement in learning. A qualified and experienced teacher will promote a favourable learning situation which will reinforce students performance.
From various findings in the reviews of teaching and qualification with experience. It can be deduced that teachers would exert a more positive influence on their pupils/students performance when they have a higher training qualification and the necessary teaching experience. A higher qualification and long years of experience will give the teacher a thorough grounding on what to teach, how to teach, whom to teach and suitable methods to adopt to teach for teaching. Without the above qualities the teacher according to Peter (2009), would be like an actor who was acquisitively sensitive to the reactions of an audience, mastery of gesture and of subtle inflexion, voice, but omitted to do one thing to learn his words.
Students’ Performance
Chacko (2010), revealed in their findings that the quality and quantity of what is learnt by the students is a measure of qualities of teacher. Adisa (2015), opined that students performance is the way and manner in which the training instruction, information or knowledge being received from the teacher are being carried out the exhibited by the students. He has carried out what he had been taught positively if he had done it successfully while negatively if it has been woefully exhibited by the taught students.
Afemikhe (2015), in his study “The Effect of formation testing on the student’s achievement in secondary schools mathematics” made a long list of factors, which have some degree of relationship with students’ performances. The factors include, attitude, motivation, self-concept of problem solving habits, confidence, sex, stereo-type, self-evaluation and social economic status of the parents.
Many factors are responsible for student’s poor performance in the schools today and they are resulting in mass failure, especially in public examination (WAEC, NECO, GCE, e.t.c.). According to Akande (2016), these factors include; mass teaching and neglect in catering for range of abilities among students, academically oriented curriculum, overcrowded classes, overload time-table too large of content to be mattered, automatic promotion, poor language efficiency, inadequacy of teachers in some specific subjects, quality and dedication of teachers, poor library facilities and poor qualities of students.
According to Ogunbanjo (2015), the teacher is the center of education process.  He is the determinant of quality in any education system as no educative system can rise above the quality of its teacher. The teacher is the key to functional education. Consequently, however, teacher education is indispensable. It is widely believed that it is the skill that teacher acquirers make one to know the kind of quality he/she possessed. Therefore, the work “skill” is defined in the concise Oxford Dictionary as expertness practiced ability i.e. ability to do something well. Skill is also described as the mechanism of carrying out a task that constitutes vital factors in the effectiveness of the practitioner, Ijaya (2011).
According to Salami (2014), quoted by Adewumi (2008) stated that as the teacher who holds the key that opens the door into civilization, he energizes the machinery of education and direct the process. However, the natures of change effected by that education are both dependable on the quality of teachers and effectiveness of their teaching.
Moreso, the implication of this is that teachers’ qualification has to be materialized with the level of instruction acquired. For example, Obaro (2008), opined that uncertified and untrained teacher must be trained to an appropriate level.
Teacher pails in the performance of his job when he fails to display effectiveness due to faculty method occasioned by inappropriate qualification. In the opinion of Dadeh (2015), an efficient and effective teacher should possess a good grasp of subject matter so as to demonstrate competence in material handling and delivery of student.
Teachers’ qualification and experience have also been seen as a yardstick for their students’ performance. For instance, according to Adewum (2008), the poor academic performance of students in Economics occurred as a result of poor quality of teachers (in term of qualification and experience). Again Abiri 1988 quoted by Adewumi (2008), opined that if a society is to be improved through the process of education it is imperative that teacher should endeavour to develop foremost in their students what are to develop them in turn. Thus, a teacher must not relent in developing himself intellectually if he is to assist his students to attain a good academic performance for their intellectual and improvement.
Effect of Teachers’ Qualification on Students Academic Performance
Summary of the Literature Reviewed 
There are various literature reviews that have been done by different researchers, which contributed greatly to the understanding of various definitions and concepts of economics as a subject.  It unveils the various qualities of a teacher as they affect academic achievement of students both in pure sciences and social sciences generally and done on how schools’ variable influence the academic performance in senior secondary school economics.
For example, the work of Tuppen (1991), compared the scientific achievement of students from two different location (Urban and Rural) and I was able to compare the result of school located at different places to buttress Tuppens’ work. I was able to see obvious and convincing evidence that students who live in urban area and attend urban schools achieve better or perform better than their counterparts in rural schools. Finn’s investigation (2010), looked into the science, reading, achievement and attitude of students of fourteen years of age in England, Sweden and United States. He came out that boy out performed girls in physics, chemistry and practical applications, while there was no difference in their performance in Biology and other social sciences subjects. However, girls from girl’s school did better than boys from boys school in Biology, chemistry and other social sciences subjects. His findings also revealed that students in single sex schools performed better than students in co-education schools.
It is very unfortunate that researchers have not examined critically on how teachers’ variables like qualifications, experience, specialization, remuneration, promotion etc affect the performance of Senior Secondary School Students in Economics. Also, other teachers’ variables like devotion to work, or duties, commitment and interest to work attitude and activities of trade union etc. contribute to students’ performance either positively or negatively in all subjects and Economics in particular.
The researcher is interested in looking at the analysis of teachers’ variables (particularly on qualification and experiences) on students’ performance in Senior Secondary School Economics in Ilorin East Local Government Area of Kwara State.

CHAPTER THREE
RESEARCH METHOD
This chapter described the method employed in carrying out this research works most especially the procedure followed in data collection and data analysis. Research design, population, sample and sampling techniques, research instrument which include description of the instruments and reliability of the instruments, procedure for data collection and data analysis are going to describe under this chapter.
Research Design
 The study was descriptive research because the focus of the study is to survey the effect of teachers’ variables on the students’ performance in Economics.  The data for the research work was collected with the aid of a questionnaire and students’ terminal examination result from the selected secondary schools
Population of the Study
The population for this study is family teachers and students in secondary schools in Ilorin west local government are of kwara state. From this population, samples would be drawn to make up the respondents in the study.

Sample and Sampling Techniques
From the population, eight Economics teachers and at least two terminal examination result of S.S.S. 1 and 2 were selected using stratified random sampling technique.  Again, the teachers chosen comprised experienced, qualified, unqualified, male, female, old, young, rural and urban teachers.
For easy and proper analysis, eight secondary schools were drawn using random sampling technique.  To the researcher, all the schools in the region have equal chance of being included or not being included in the sample.  For this eight secondary schools used for the research were just being chosen ordinarily without any special criteria.
Research Instrument
The instrument used for the study was the  Economics  Teacher’s  Questionnaire (ETQ)  the questionnaire was designed for S.S.S  1 and  2  or  3  Economics teachers  in  the senior secondary school  selected for the study.  The questionnaire  dealt with the general  information on the location of the school,  teachers’  background with,  more  emphasis on the  teachers’  variable (i.e qualification,  experience,  sex,  age  and  teachers’ residence).
The teachers questionnaire was classified as appendix one.
To know the students’ academic performance, the terminal examination result of J.S.S 1 and 2 of Ilorin Grammar school,  Abdulsheik College  and other schools were used.
Validity of the Instrument
After constructing questionnaire, my supervisor read through it to ensure that the language and contents of the questionnaire were capable of eliciting the required responses from the Economics teachers. Possibly, correction and suggestions were made before the final compilation of the questionnaire was done.
Reliability of the Instrument
The t-test method of reliability was employed in this study, to analysis the data or information gather from the selected secondary schools. Personal attempts were made to collect information from the selected schools.
The terminal result of the S.S.S 1 and 2 were collected from the teachers in the selected secondary schools and used for the research.
Administration of the Instrument
The senior secondary schools selected for the study were consulted and permission was obtained from the principles prior the commencement of the study. The teachers’ questionnaire was administered to J.S.S 2 and 3 teachers in the eight schools selected while terminal examination result of some selected school were collected to know the performance of the students at the micro level. The Teachers Questionnaire (T.Q) was personally being administered by the researcher.
The terminal examination result used for the study was also collected by the researcher to give room for quick response from the body concerned and avoid loss in transit.
From the teachers’ questionnaire, data related to their qualification, experience and other variables were collected while the data related to the student’s academic performance was obtained from the terminal examination results collected from the selected schools.
Data Analysis
The data collected from the respondents was subjected to frequency counts and percentage as well as t-test statistics. The interpretation of the frequency counts and percentage (%) were used to answer the research question while the t-test statistics was used to test the hypothesis i.e. to test whether differences really exist between the variables.

CHAPTER FOUR
RESULTS AND DISCUSSION
Results
This chapter deals with the analysis of the data collection for the purpose of this research work. The research findings were presented on tables’ frequency counts and percentages were used to answer research questions while t-test statistical method was used to test each of the hypotheses at 0.05 level of significance.
Table 1: Distribution of Teachers according to their Qualification
Teachers’ Qualification	No. of Teachers	Percentage (%)	
M.Ed/M.Sc + PGDE (Econs)	4	50%	
B.Ed. Management	-	-	
N.C.E. Social Studies	3	37.5	
B.Ed Guidance and Counseling	1	12.5	
Total 	8	100	
Source: Researcher’s Field Survey, 2024
The result on the table shows that one out of eight teachers (50 per cent) used for the study had M.Ed./M.Sc.+ PGDE (37.5 per cent), three of them had N.C.E. and other social science subjects (resenting 37.5 per cent) and one of the teachers had B.Ed./Guidance and counseling (12.5 per cent).

Table 2: Distribution of Teachers according to their Teaching Experience
Years of teaching experience	No. of te                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                         achers	Percentage (%)	
1 – 2 years 	-	-	
2 – 4 years 	2	25	
4 – 5 years 	-	-	
5 – 6 years 	-	-	
6 years and above 	6	75	
Total 	8	100	
Source: Researcher’s Field Survey, 2024
The above table shows that six teachers had more than 6 years of teaching experience representing 75 per cent of the total number of Economics teachers while 25 per cent had 2 – 4 years of teaching experience.
Table 3: Distribution of Teachers according to their Sex
Sex	No. of Teachers	Percentage (%)	
Male 	5	62.5	
Female 	3	37.5	
Total 	8	100	
Source: Researcher’s Field Survey, 2024
The above table shows that five teachers are male representing 62.5 per cent of the total number of teachers’ sampled. Three of the teachers are female representing 37.5 per cent.

Table 4: Distribution of Teachers according to their Residence
Teachers Residence	No. of Teachers	Percentage (%)	
Rural 	1	12.5	
Urban 	7	87.5%	
Total 	8	100	
Source: Researcher’s Field Survey, 2024
The above table shows that one teacher is residing in rural area which is represented by 12.5 per cent while seven teachers are residing in urban area representing 87.5 per cent.
Hypothesis One: There is no significant difference in the
performance of students taught by qualified teachers and those 
taught by unqualified teachers.
T-test table showing significant difference in the performance of students taught by qualified teachers and those taught by unqualified teachers. 
Table 5: The result of mean and standard deviations for boys and girls
Variable	No of students	Means score	Standard deviation	Cal. t-value	Crit. T-value	Sig. level	Df	Remark	
Qualified teachers	24	45.13	5.23	
2.9851	
2.013	
0.05	
45	
Rejected	
Unqualified teachers	24	38.73	8.25						
Source: Researcher’s Field Survey, 2024
Since the critical t-value (2.013) from the above t-test is less than the calculated t-value (2.9851) at significant level of 0.05 with a degree of freedom of 46, it shows that there is a significant difference in the performance of students that were taught by qualified teachers and those taught by unqualified teachers is thus rejected.
Hypothesis Two: There is no significant difference in the performance of students taught by experienced teachers and those taught by less experienced teachers.
T-test depicting the significant in the performance of students taught by experienced teachers and those taught by less experienced teachers. 
Table 6: The result of mean and standard deviations for boys and girls
Source: Researcher’s Field Survey, 2024
Variable	No of students	Means score	Standard deviation	Cal. t-value	Crit. T-value	Sig. level	Df	Remark	
Qualified teachers	24	45.13	5.23	
3.3019	
2.013	
0.05	46	
Rejected	
Unqualified teachers	24	38.73	8.25						
Since the calculated t-value (3.3019) is greater than the critical t-value (2.013) at significant level of 0.05 with a degree of freedom of 46, it shows that there is a significant difference in the performance of students that were taught by experienced teachers and those taught by less experienced. There hypothesis two is rejected.
Hypothesis Three: There is no significant difference in the performance of students taught by male teachers and those taught by female teachers.
T-test table showing significant difference in the performance of students taught by male teachers and those taught female teachers. 

Table 7: The result of mean and standard deviations for boys and girls
Variable	No of students	Means score	Standard deviation	Cal. t-value	Crit. T-value	Sig. level	Df	Remark	
Male teachers	24	47.52	5.23	
0.0116	
2.013	
0.05	
46	
Accepted	
Female  teachers	24	38.73	8.25						
Source: Researcher’s Field Survey, 2024
Since the calculated t-value (0.0116) is less than the critical t-value (2.013) at significant level of 0.05 with a degree of freedom of 46, it follows that there is a significant difference in the performance of students that were taught by male teachers and those taught by female teachers. The null hypothesis is accepted.
Hypothesis Four: There is no significant difference in the performance of students taught by rural teachers and those taught by urban teachers.
T-test table showing the significant difference in the performance of students taught by rural teachers and those taught by urban teachers.
Below are the summaries of the findings of this research work.
1)	There are no enough qualified teachers teach the subject in Ilorin-East Local Government Area of Kwara State.
2)	The teachers’ qualification and experience really influence students’ performance in Economics. According to Taiwo (2000), the key to a quality education is the availability of well qualified teachers.
3)	There is significant difference in the performance of students taught by qualified teachers and those taught by unqualified teachers.
4)	There is no significant difference in the performance of students taught by male teachers and those taught by female teachers.
5)	There is significant difference in the performance of students taught by experienced teachers and those taught by less experienced teachers.
6)	There is no significant difference in the performance of students taught by rural teachers and those taught by urban teachers.
Discussion of Results
The investigators discuss the result of the investigation in this chapter. The chapter appraises the research work in term of purpose, factors, findings and analysis. Conclusions are drawn and recommendations are also made on the basis of findings of the study.
The findings revealed that there are no enough qualified teachers to teach the subject in Ilorin East Local Government Area of Kwara State which is a major factor that is causing the low academic performance of students in the area. This finding was  supported by Adewumi (2002), who said that the poor academic performance of students occurred as a result of poor attitude of student learning. This in turn was however, caused by poor quality of teachers.
The findings also revealed that most of the teachers in the area have sufficient teaching experience for the subject which brought about a better academic performance on the part of students in Ilorin East Local Government Area of Kwara State. The finding was supported by Obasuyi (2000), when the observed that classes taught by teachers who had more than four years of teaching experience had higher performance than those classes taught by less experienced teachers.
The findings as well revealed that teachers’ qualification really influence students’ performance. This finding is accurately correct as it corresponded with the view of Taiwo (2005) who recognized that the key to a quality education is the availability of well-qualified teachers.
Teachers teaching experience have effect on the performance of students in this area. This finding was supported by Campbell (2000) and Rothman (2002) when they observed that the length of teaching experience is a strong predicator of performance of students in science, history, economics e.t.c. This indicates that the experience of teachers is also inalienable yardstick to measure students’ academic performance.
The finding also revealed that there is a significant difference in the performance of students taught by qualified teachers. this was supported by many scholars. Swan and Jones (2001) and Akintola (2000) they all agreed that teachers should receive appropriate training in the subject matter so that their classroom instruction could be above board.
Lastly, there is a significant difference in the performance of students taught by experienced teachers and those taught by less experienced teachers. This was supported by Sands and Hull (2002) conversely there is no significant difference in the performance of students taught by rural or urban teachers. Also, there is no significant difference in the performance of students taught by male teachers and those taught by female teachers.

CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary 
This study focuses on the influence of teachers’ variables on students’ academic performance in Junior secondary school in Ilorin East Local Government Area of Kwara State. Specifically, the study is carried out to find out the effect of the qualification of teachers’ experience of the teacher, sex of the teacher and the effect of the residence of teachers employed to teach junior secondary school students and the academic performance of students in this area.
The result of the findings show that there is no significant different in the performance of students taught by experience and those taught by less experience teachers.
The study also indicates that there is no significant difference in the performance of students taught by rural teachers and those taught by urban teachers.
In this research work, questionnaires and terminal examination result of the selected schools were used as the study instrument.
The data or information collected were from a field work which was manually analyzed by the researcher. The testing of hypothesis shows a statistical relationship among the variables.

Conclusion 
Through this analysis that the researcher has carried out together with the data’s result, the researcher has found out that qualification and experience on students academic performance is very important. It has shown that where teachers posses enough qualification and sufficient experience for teaching, no time is taken for its effect (result) to manifest positively from his/her students. On the other hand, it has shown that being a male or female teachers and being a rural or urban teachers do not have better impacts on the academic performance of the students under the umbrella of Universal Basic Education (UBE). Likewise, it has shown that less experienced and unqualified teachers are big threat to the academic performance of students in and some other subjects taught in secondary schools. This assertion is true because the aforementioned fact goes a long way in reducing and decreasing the standard of education as a result of low (poor) performance on the part of the students.
Implications of the Study
By implication, the analysis of students’ academic performance in Junior secondary schools of Ilorin East Local Government Area will help to improve the standard of education in the area. It will also expose the need to be literate. This will also help teachers to know and adjust their area of weakness for better outcome.
Finally, the extension of this research to other disciplines will help to improve students’ performance in all subjects of their choice in the Local Government Area of Ilorin East, Kwara state.
Recommendations
On the basis of the findings and conclusions obtains in their research work, it is observed that there is nothing wrong with the Nigeria system of education and her policy on education. Rather, what is wrong lies with the quality and quantity of teachers that are shouldered with the responsibility of executing the programmes. In the light of this, the following recommendations and suggestions could be of enormous benefits.
Provision of in-service training for the teachers of all categories in the federal, state and local government level. Organization of workshops, seminars e.t.c for the teachers in their various field of specialization will go a long way in increasing and improving the quality of teachers alongside with that of their students. Teachers training facilities should also be expanded and improved to correspond with the numbers of trainees for the profession. This can be done through the expansion of the department of teacher education (e.g. Arts and Social Science Education, Science Education e.t.c) in various Nigeria Universities and Colleges of Education so as to improve the quality of their product.

Limitations of the Study
The time for the research findings was limited.  As a result of that more effort than it is expected was exerted to make sure the researcher meet up with the stipulated time of submission of the research work.
Not only that in some schools visited, there is a general belief that the purpose of my visit to the school was to measure the standard of staff of the schools, but they rather thought I was a government official whom they should be careful with, in what they say.  The researcher discovered a lot of panic from the respondents not to expose the school to danger.  In this regard, the researcher had to digress into explaining the real motive of the visit.
Another constraint the researcher encountered is that of finance.  The implication here is that throughout the research work, a lot of money expended.  Therefore, from the starting to the end of the project work, every aspect of it required money.  I was able to be through with the help of faithful friends around me who aided me financially.
Suggestions for Further Studies
Since this research work only dealt with the effects of teachers’ qualification experience, sex and residence on students performance in Ilorin-East Local Government Area of Kwara State, the investigator suggests that similar studies should be carried out in other states of Federation using larger population and more randomly selected schools to afford wider generation of the result.
The researcher is also calling for investigations on other variables such as the attitude to teaching, teaching aids, aptitude of the teachers, motivation, socio-economic status of the teacher, e.t.c. as well as their influence on students’ academic performance.

REFERENCES
Abdullahi, A. (2010). Changing School Science Teaching and Its Implication for Nigeria Schools.  Journal of Nigeria Educational Forum 4(1).

Abiri, L.O. (2008). A study of relationship between Teachers Experience and Students’  performance in selected subjects in WACE/GCE Level Examination in Oranmiyan L.G.A. of Oyo State. Unpublished M.Ed. Thesis of University of Ilorin. Ilorin: Kwara State.

Agu, G.A. (2012). New System Economics. A Senior Secondary School Course. Published by A. Johnson Publishers Ltd.

Awoyemi, .A. (Ed) (2010). Matanmi and Son Publishing Company Ltd. Ilorin:

Barry, .E. (2013).  Rase Intelligence and Education. London: Temple Smith.

Dibie, C.C. (2013). Essential Economics for Senior Secondary School. Ibadan: Published by Tonad Publishers Limited.

Fafunwa, B. (2014). History of Education in Nigeria. London: George. Allen and Union.  National Policy on Education. Fourth Edition 2014.

Hussen, T. (2011). International study of Achievement in Education. A Comparison of Twelve Countries. New York: John Wiley and Sons.

Ikejiani, O. (2014).  Nigerian Education. Lagos: Longman press Ltd.
Mkpa, N.D. (2015). “Effective Methods of Teaching in Nursery and Primary schools”. In Adewole, A. Umolu, J.J. and Oyehinde, T.O.  (Eds) (2008). Innovation approaches to Education and Human Development. Vol.3 Jos: LECAPS.

National Policy on Education (3rd Ed)(2008). Federal Republic of Nigeria. Lagos: NERDC Press.

Ogundele, M. (2012). Influence of Teachers’ Qualification and Experience on the performance of students in Biology in Kwara State. Unpublished M.Ed. Thesis of University of Ilorin, Ilorin: Kwara State.

Oyedeji, N.B. (2015). Teaching of Economics Methodology of Teaching.

Schuner, O. (2011). The Association of Economics and Mathematics Achievement with Certain Factors resident in the teacher in teaching in the pupils and the school. Journal of Experimental.

Taiwo, C.O. (2015). Social Science Curriculum Development in Nigeria. Journal of Social Science Teacher Association of Nigeria.

QUESTIONNAIRE
KWARA STATE COLLEGE OF EDUCATION, ILORIN
TOPIC: Analysis of Teachers’ variables under universal basic education on academic performance of students’ in J.S.S. in Ilorin East L.G.A. Kwara State.

Dear Respondents
This questionnaire is designed to find out a survey of problems militating against the teaching/learning of Accounting in Selected Secondary schools in Ilorin Metropolis.
You are requested to respond by giving your opinion on the space provided to show your level of agreement or disagreement.  Information supplied will be used for the purpose of this research work only and shall be treated with confidentially.
Thanking you for your anticipated co-operation.
Yours faithfully,

SECTION ‘A’
Name of School: ------------------------------------------------------
Name of School: ------------------------------------------------------
Sex of Accounting Teacher:    Male  (   )     Female    (   )
Age of Accounting Teacher:  Below 18 years (   ),  
             18-45 years (    ), 46-60 years (   )  above 60 years (   )
Higher Educational Qualification:(Tick the appropriate  colum):  
(i)	Ph.D		 (     ),  
(ii)	M. Ed/M.Sc. PGDE (Accounting) (     ),  
(iii)	M. Sc. (Ed)/ B.Ed/B.Sc. (Accounting)  (     ),  
(iv)	M.Sc.  (Accounting)  (      )
(v)	B. Sc. (Accounting) PGDE Accounting (     ),  
(vi)	B. Sc. (Ed)  (Social Studies)  (      ),  
(vii)	B. Ed  (Guidance and Counseling)  (      ),  
(viii)	B. Ed (Education Management)  (     ),  
(ix)	NCE (Accounting)      (     ),  
(x)	Others  (Specify)       (     ),  
Area of Specialization: 
(i)	Accounting		 (     ),  
(ii)	Social Studies           (      )
(iii)	Management             (      )
(iv)	Other (specify)          (       )
Years of teaching experience as an Accounting teacher: 
(i)	Less than I year	 (      )  
(ii)	1-2 years                 (       )
(iii)	3-4 years                 (       )
(iv)	5-6 years                 (       )
(v)	Above 6 years	       (       )