INFLUENCE OF TEACHER’S QUALIFICATION ON STUDENTS ACADEMIC

PERFORMANCE IN BUSINESS STUDIES IN ESAN WEST LOCAL GOVERNMENT

AREA, EDO STATE.

BY

OGAH MERCY OMOKHOGERE

DSH/FED/BED/19/04908

DEPARTMENT OF BUSINESS EDUCATION

(OPTION ACCOUNTING)

FACULTY OF EDUCATION,

AMBROSE ALLI UNIVERSITY,

EKPOMA, EDO STATE.

MAY, 2025

i
 INFLUENCE OF TEACHER’S QUALIFICATION ON STUDENTS ACADEMIC
PERFORMANCE IN BUSINESS STUDIES IN ESAN WEST LOCAL GOVERNMENT
AREA, EDO STATE.

BY

OGAH MERCY OMOKHOGERE

DSH/FED/BED/19/04908

A RESEARCH PROJECT SUBMITTED TO THE DEPARTMENT OF BUSINESS

EDUCATION (OPTION ACCOUNTING), FACULTY OF EDUCATION, IN PARTIAL
FULFILMENT FOR THE REQUIREMENTS FOR THE AWARD OF BACHELOR OF
EDUCATION (B.A) DEGREE IN EDUCATION, AMBROSE ALLI UNIVERSITY
EKPOMA, EDO STATE.

MAY 2025

ii
 DECLARATION

I hereby declare that this study entitled “influence of teacher’s qualification on students
academic performance In business studies in esan west local government area, edo state.”
was written by me and that it is the record of my own research. To the best of my knowledge, it
has not been presented in any previous application for an academic award. All sources of
information have been acknowledged using references.

_____________________ _______________

Ogah Mercy Omokhogere Date

iii
 CERTIFICATION

This project is approved based on the student’s declaration and its compliance with the
requirements of the Department of Mass Communication, Ambrose Alii University, Ekpoma, in
partial fulfillment of the requirements for the award of the Bachelor of Arts (B.A) in Mass
Communication.

___________________ ____________

Prof. Mrs P. O. Imeokparia Date

(Project Supervisor)

_____________________ ____________

Prof. Mrs P. O. Imeokparia Date

(Head of Department)

___________________ ____________

External Examiner Date

iv
 DEDICATION

This project work is dedicated to God Almighty for his divine inspiration and guidance
upon my life.

v
 ACKNOWLEDGMENT

My heartfelt and profound gratitude goes to almighty God for making this work a
success and for the profound love, grace, kindness and numerous blessings He showered upon
me throughout my stay in the university.

I want to specially acknowledge my project supervisor Prof. Mrs P. O. Imeokparia

for her advice and effort towards the reading, correction, and completion of this project work,
also for her immense efforts contributed towards the actualization of this project and also for
her vital and integral role played to improve my interest in becoming an outstanding student/
graduate from the Department of Business Education.

My profound gratitude also goes to my amiable Head of Department Prof. Mrs P.

O. Imeokparia, to every staff and lecturer of the department, for their immense impact and
support rendered to us towards our learning and also to all other staffs and lecturers in the
department for their academic impact all through these years.

My special appreciation to my lovely parents Mr & Mrs . Ogah, for their love, care,
support and provision throughout my entire academic pursuit. My special regards also goes to
my sibling, friends, colleagues and fellow course mates for their support and encouragement,
they made this journey successful. Thank you all and GOD BLESS YOU.

vi
 TABLE OF CONTENT
Cover page......................................................................................................................................................i
Title page.......................................................................................................................................................ii
DECLARATION...............................................................................................................................................iii
CERTIFICATION..............................................................................................................................................iv
DEDICATION...................................................................................................................................................v
ACKNOWLEDGMENT.....................................................................................................................................vi
TABLE OF CONTENT.....................................................................................................................................vii
ABSTRACT.....................................................................................................................................................ix
CHAPTER ONE................................................................................................................................................1
INTRODUCTION.............................................................................................................................................1
Background of the study................................................................................................................................1
Statement of Problem...................................................................................................................................4
Purpose of study............................................................................................................................................4
Research questions........................................................................................................................................5
Significance of study......................................................................................................................................5
Scope/Delimitation of study..........................................................................................................................6
Operational Definition of Terms....................................................................................................................6
CHAPTER TWO...............................................................................................................................................7
LITERATURE REVIEW......................................................................................................................................7
Conceptual Framework.................................................................................................................................7
Overview of Teacher’s Qualification..............................................................................................................7
Student Performance....................................................................................................................................9
Influence of Teachers Qualification on Student’s Performance in Business Studies...................................10
Teachers' Teaching Methods and Students' Academic Performance in Business Studies...........................13
Teachers' Effectiveness and Students' Academic Performance in Business Studies....................................14
Student Characteristics................................................................................................................................17
Student’s Achievement in Business Studies................................................................................................18
Theoretical Framework................................................................................................................................19
Human Capital Theory.................................................................................................................................19

vii
Attribution Theory.......................................................................................................................................19
Empirical Review.........................................................................................................................................20
CHAPTER THREE...........................................................................................................................................22
RESEARCH METHODOLOGY.........................................................................................................................22
Research design...........................................................................................................................................22
Population of the study...............................................................................................................................22
Sample Size..................................................................................................................................................23
Sampling Techniques...................................................................................................................................24
Instrument for data collection.....................................................................................................................24
Validation of the instrument.......................................................................................................................24
Reliability of the Instrument........................................................................................................................25
Method of data collection...........................................................................................................................25
Method of data analysis..............................................................................................................................25
CHAPTER FOUR............................................................................................................................................26
DATA PRESENTATION, ANALYSIS AND DISCUSSION OF FINDINGS...............................................................26
Presentation of Result.................................................................................................................................26
Analysis of Result According to Research Questions...................................................................................27
Discussion of Findings..................................................................................................................................30
CHAPTER FIVE..............................................................................................................................................33
SUMMARY, CONCLUSION AND RECOMMENDATION..................................................................................33
Summary.....................................................................................................................................................33
Conclusion...................................................................................................................................................34
Recommendation........................................................................................................................................35

viii
 ABSTRACT

This study investigates the influence of teacher qualifications, teaching methods, and teaching
experience on students’ academic performance in Business Studies in secondary schools
within Ekpoma, Esan West Local Government Area. Grounded in Human Capital Theory and
Attribution Theory, the research explores how teacher-related factors contribute to students'
learning outcomes. A descriptive survey design was employed, and data were collected from
365 secondary school students using structured questionnaires. The findings reveal that
students perform better when taught by highly qualified and experienced teachers,
particularly those with degrees in Business Studies. It was also found that diverse and
interactive teaching methods, especially the use of ICT tools, significantly enhance student
engagement and understanding. The study concludes that teacher qualification, teaching
experience, and the use of effective teaching strategies are critical to improving students’
performance in Business Studies. Based on these findings, the study recommends that schools
ensure proper teacher qualifications, encourage continuous professional development, and
promote mentorship programs for less-experienced educators. These measures aim to raise
the standard of Business Studies education and improve academic outcomes for students.

ix
 CHAPTER ONE

INTRODUCTION

Background of the study

Overtime, education has been considered as the best legacy a government can provide for
her citizen, on the other hand, education is a right that should not be denied to children by parents.
This is because education has long been used as a tool and means through which crude men and
women are been refined and made useful for themselves and the society in which they find
themselves. Education does not just empower a person for selfdevelopment but also ensures the
development of a society as a whole. The modern school system is therefore designed in such a
way that learners are being assessed by teachers primarily determine their achievement and to
provide feedback to the teacher. It has always been the interest of teachers, the government,
parents and the society in general to determine the academic achievement of students (Lydiah and
Nasongo, 2019; Yusuf and Adigun, 2020). This is so because of the great importance education
has on the national development of the country (Unanma et. al., 2020). Adodo (2017) argued that
one key overriding factor for the success of students’ academic achievement is the teacher. In the
same vein, Ibrahim (2020) believed that teachers’ qualifications and experience can go a long way
to bring about pupils’ high academic achievement. Considering the assertions of Ibrahim (2020),
Adodo (2017), and Ibukun (2019), it implies that teachers’ role in the preparation of students to
succeed in examinations cannot be undermined. Education at secondary school level is the
bedrock and the foundation towards higher knowledge in tertiary institutions. It is an investment
as well as an instrument that can be used to achieve a more rapid economic, social, political,
technological, scientific and cultural development in the country (National Policy on Education
(2019). The role of secondary education is to lay the foundation for further education and if a
good foundation is laid at this level, there are likely to be no problem at subsequent levels

1
(Unanma et. al, 2021). Business studies, often simply called business, are a field of study that
deals with the principles of business, management, and economics. It combines elements
of accountancy, finance, marketing, organizational studies, human resource management, and
operations.

Business studies is a broad subject, where the range of topics is designed to give the
student a general overview of the various elements of running a business. Business Studies which
comprises of Typing, Shorthand, Office Practice, Commerce and Book-Keeping is one of the
subjects taught at the Junior Secondary School level in Nigeria. The main objective Business
Studies is to enable students appreciate the five components that make up the subject and how
they relate to one other (Ediagbonya & Adebayo, 2017). Students’ knowledge and understanding
of the role of commerce in the economy of the nation; of the basic concepts and principles relating
to practical commercial activities; acquisition of office and book-keeping skills (aural, mental and
manual) help to prepare students for the business world (National Open University Nigeria, 2008).

Business Studies is one of the pre-vocational elective subjects taught in Upper Basic (7-9) in
secondary schools and it forms the basis for other business related courses taught in Senior
Secondary Schools and Post Secondary Schools and experts have emphasized its usefulness
(Ediagbonya & Adebayo, 2017). Adamu (2009) observed that, Business Studies helps youths to
learn career opportunities like Accounting, Secretarial Studies, Private and Public Office
management available to them in the world of business and office occupations which are required
for successes in the occupations and training of the labour force to facilitate economic
development. Due to the importance of Business Studies, stakeholders often want to put in efforts
towards enhancing the performance of students in the subject.

Umezulike and OKoye (2013) considered business studies as the key agent of economic
and technological development either as a way of developing human capacity increasing the
shield of workforce for modernization, and environmental development or as a matter of personal
freedom and empowerment of the populace. Amoor (2010) noted that business studies plays a
significant role in the economic development by providing knowledge and skills to the learners,
thereby, enabling them to adequately impart knowledge into others, and handle sophisticated
office technologies and information systems. The major aim of business studies is primarily to
harness competent, skillful and dynamic business teachers, office administrators and businessmen
2
and women that will effectively compete in the world of work. It has as its fundamental aims, the
preparation of students for roles in enterprises such roles could be as employee, entrepreneur and
employer or simply as self employed. Eventually, all students will confront the world of business,
whether they work in metropolitan or rural settings. They must be prepared to participate in
business operations with confidence and skill. Thus, business studies is that section of the
curriculum that helps students to make informed choices in their daily lives, that adds to the
student's comprehension of the business world, that supports a good attitude toward enterprise,
and that develops necessary abilities in that sector. The syllabus is balanced between the business
education essential for the individual/household area and business education in the strictly
commercial environment. This balance is accomplished by assigning distinct curriculum parts to
"the Business of Living" and "Enterprise".

However, a research by Adeogun (2001) in Nigeria indicated that the quality of any
education system depended on the quality of teachers. Further assessment of relevant research
reveals that the most significant school-based deciding factor of students' accomplishment is
teacher quality (Rockoff, 2004; Rivkin et al., 2005; Aaronson et al., 2007; Harris and Sass, 2008).
Therefore, there is a need to examine the features of the secondary school instructors in terms of
qualification, experience, and teaching approach in order to assure the quality of education offered
to the youths. According to Usman (2012), a qualified teacher may be described as one who
carries a teaching certificate and/or is licensed by the state, owns at least a bachelor’s degree from
a four-year institution, and is highly qualified in his/her field of expertise. Furthermore, Usman
cites Pakistan Ministry of Education officials who define a qualified teacher as someone who has
subject matter knowledge, human growth and development, ethical values, instructional planning
and strategies, assessment, learning environment, communication and advocacy, cooperation and
partnership, continual professional development, code of conduct, and skilful use of information
and communication technology. this research will examine the influence of the qualification of
business studies teachers' on student performance in esan west local government, Edo state.
Qualifications on student and method of teaching on students’ interest in business studies. Since
teachers can make or mar a student's interest in any subject, their competence and quality for
improved service delivery needs to be examined on a regular basis.

3
Statement of Problem

Teacher’s qualification on student’s academic performance is an area of research that

seeks to examine the relationship between the qualification of teachers and the academic
performance of students. This Research tends to investigate how teacher’s quality plays a crucial
role in the pupils academic performance in Esan West Local Government Area, Edo State. The
primary objective of business studies in the secondary school curriculum is to prepare the students
for Senior Secondary School Certificate Examination (SSCE) which will enable the holders
pursues further education or to go into lower clerical work in the office. It is as a result that the
government, teachers and parents have been given support to ensure that student's performance in
both internal and external examination has improved. However, It has be observed that pupils face
difficulties in Business Studies and tends to acts poorly in performance. However this poor
performance can be attributed to the students IQ, Background, Teacher qualification, teaching
method, peer pressure e.t.c. Due to this reason the researcher decided to investigate such
information in Esan West Local Government Area. It has been noted that teacher’s quality is a
major factor in the performance of students.

Purpose of study

The main Purpose of this study is to find out the influence of teacher’s academic
qualification on student academic performance in business studies in esan west local
government area. Specifically the study Examines:

The influence of teacher's qualification on student academic performance in business studies

The influence of teaching methods on the academic performance of students in business studies.

The influence of teachers experience on the academic performance of students in business

studies.

4
Research questions

The following research questions will guide the study:

1. What is the influence of teacher's qualification on student’s academic performance in Business

Studies?

2. What is the influence of teacher's teaching methods on the academic performance of students
in Business Studies?

3. What is the influence of teacher's experience on the academic performance of students in

Business Studies?

Significance of study

The research study, Shows the Relationship between Teachers Qualification on students
academic performance. It determines the extent to which teacher's qualification affect students
academic performance in business studies, this is important because teachers play a critical role in
the learning process and their level of qualification improve the quality of education students
receive and ultimately prepare them for successful careers in the future. It aims to contribute to
extant literature on the level of business studies literacy among the senior secondary school
students in Esan West LGA in Edo State. The study has the potential of encouraging the
government and management of senior secondary schools to see the need for providing schools
with qualified and trained teachers in order to improve the teaching and learning of financial
accounting subjects in the country. Finally, this study is also expected to serve as an input to the
body of knowledge. This findings will be of great immerse benefit when published in reported
journals, conferences, work shop and online.

5
Scope/Delimitation of study

This research focuses on the influence of the qualification of business studies teachers on
the performance of secondary school students in Esan West LGA of Edo state. This study is
delimited to Esan West local government area of Edo state.

Operational Definition of Terms

 Influence: The measurable effect or impact that one factor (such as teacher's qualification) has
on another (such as student performance) in a specific context.

 Teacher's Qualification: The academic credentials, professional certifications, teaching

experience, and specialized training that a teacher possesses, which are required for effective
instruction in Business Studies.

 Student: An individual enrolled in an educational institution who is actively engaged in

learning Business Studies under the guidance of a qualified teacher.

 Performance: The measurable academic achievement of a student in Business Studies, often

assessed through tests, examinations, assignments, and practical applications of knowledge.

 Business Studies: A subject in the educational curriculum that covers topics related to
commerce, entrepreneurship, management, finance, and economics, aiming to equip students with
business knowledge and skills.

6
 CHAPTER TWO

LITERATURE REVIEW

The chapter deals with the review of related literature that are relevant to the current
study. The review focused on the following areas:

 Conceptual Framework
 Overview of Teacher’s Qualification
 Student’s Performance
 Influence of Teacher’s Qualification on student’s Academic Performance in
Business Studies
 Teachers' Teaching Methods and Students' Academic Performance in Business
Studies
 Teachers' Effectiveness and Students' Academic Performance in Business Studies
 Student Characteristics
 Student’s Achievement in Business Studies
 Theoretical Framework
 Empirical Review

Conceptual Framework

Overview of Teacher’s Qualification

Teachers’ qualifications encompass teachers’ scores on tests and examinations, their years
of experience, the extent of their preparation in subject matter and in pedagogy, what
qualifications they hold in their area of expertise, and their ongoing professional development.
According to Usman (2021), a qualified teacher can be defined as one who holds a teaching
certificate and/or licensed by the State, owns at least a bachelor’s degree from a four-year
institution and well qualified in his/her area of specialization. Also, Adentwi (2015), defined a
subject specialist or professionally trained teacher is one who has pursued detailed formal and
systematic study of a particular subject. The role of such a subject specialist is to act as storehouse
f essential and well processed information leading his students to gain deep insights into the
various subjects to be taught. In many countries, teacher qualifications that are considered to be
related to student learning have become targets of education reform. However, the nature of this
7
reform is under debate. Some perceive the main problem to be the low academic and cognitive
level of those who go into the teaching profession and call for policies aimed at attracting more
capable candidates through shorter, less regulated alternative routes (Ballou and Podgursky 2017,
2019, 2020; Goldhaber and Brewer, 2020; United States Department of Education, 2021). Others
view the problem mainly as the result of inadequate teacher preparation and call for the
“professionalization” of teacher education by making it longer, upgrading it to graduate programs,
and regulating it through mechanisms of licensure, certification, and promotion aligned with
standards (Hammond, et al., 2021).

The problem of lack of qualified teachers is eminent in many schools in Nigeria, where
teachers are neither academically nor professionally qualified or both. Some teachers of biology
subject may have adequate education in biology but have not attended a training school or course
to be professionally trained as a biology teacher. The educational analysis recently carried out in
Nigeria by the National Economic Empowerment and Development Strategy (NEEDS, 2015)
indicated that more than forty nine percent (49%) of the teachers in Nigeria are unqualified. This
revealed the quality of teachers teaching various school subjects to the secondary school students.
This challenge is encountered in the Senior Secondary Schools in the country and predominantly
in Private owned schools, where some of the teachers who teach biology have adequate
knowledge in the subject but are not professionally qualified to teach the subject. In an effort to
improve student achievement, some educational researches have focused on the development of
highly qualified teachers, as the imminent success or failure of any educational programme rests
majorly on the adequate availability of qualified (professional), competent and dedicated teachers
(Fajonyomi, 2016; Greenwald, et. al., 2019; Hedge, et. al., 2021). Researchers and policymakers
have regarded improving teacher quality as a successful way to improve student achievement
(Hammond, 2021; Greenberg, et. al., 2021). Specifically, highly qualified teachers are required to:
i. Obtain full State certification, ii. Have sufficient subject-matter knowledge and teaching skills,
and iii. Hold at least a bachelor’s degree (Greenberg et al. 2021). From Ajayi’s (2019) point of
view, the professional qualities of a teacher have to do with the following:

i. Mastery of the subject matter

ii. Sense of organization
iii. Ability to clarify ideas

8
 iv. Ability to motivate students
v. Good imagination
vi. Ability to involve the students in meaningful activities throughout the period of
teaching vii. Management of the details of learning
vii. Frequent monitoring of students’ progress through tests, formal and informal, written
and oral quizzes.

Teachers with higher qualification are in a better position to lead students to achieve more,
as they are equipped with the pedagogical content knowledge to teach their subjects. Also
teachers who continually update their knowledge by further degrees will be able to manipulate
the learning environment and process to make learning easier for their students (Unanma et.
al, 2021).

Student Performance

Student's performance is a good indicator of a student growth over time and it pin point a
student's strength and weakness. Students performance can be define as a specific statement about
what a student should be able to do as a result of instruction he receives. Okoye et al (2013). In
other words student’s performance is what a student has shown he can do in a certain subject or
course. It can be determined by looking at the end of grade or end of course assessment.
Furthermore, student's performance is a specific statement about what student had been able to do
or achieve after been administered with one test or the other on areas of subject they had been
taught. Students' performance is a how well a student is doing in class. Sometimes it could mean
how they are doing and how close they are coming to achieving their goals. Agbo(2006), defined
students" performance as the "outcome of education, the extent to which a student, teacher or
institution has achieved their educational goals. Academic achievement is commonly measured by
examination or continuous assessment but there is no general agreement on how it is best tested or
which aspects is most important procedural knowledge such as skills or declarative knowledge
such as facts.

9
Influence of Teachers Qualification on Student’s Performance in Business Studies
Students’ performance is taken simply as the gain scores students attain on achievement
tests. Because of psychometric difficulties in assessing teachers by their normative attributes—the
logical, the psychological, and (especially) the ethical, which are defined differently across
cultures, the tendency to evaluate teacher qualities on the basis of student performance is given
even greater emphasis (Alexander, 2020). With the increased demands for accountability in line
with performance standards and with the growing demand for evidence-based policymaking,
student achievement is considered an accurate measure of teacher effectiveness and has become a
basis for value-added teacher assessment systems (Braun, 2015; McCaffrey, et. al., 2016; Sanders,
2020).

Teacher education level/qualification and teacher experience, two main attributes of

teacher quality, have gained attention and have been the focus of many investigations. Research
on the impact of teaching experience and teacher education level on student achievement has a
long history, beginning in the 1960s, of both elementary- and secondary education teachers
(Hanushek, 2017). These notions have also found favour in regard to the effectiveness of teacher
education systems. After tracing the development and reform of teacher education in terms of the
major questions shaping this field of education; Cochran-Smith (2021) argued that “the outcome”
question is what currently motivates teacher education research and policymaking. She set down
three ways in which the outcomes of teacher education are constructed. One of them, long term
impact outcomes, refers to the relationships between teacher qualifications and student learning.
And went on to posit that the relationship between teacher qualification and student learning is the
percentage of variance in student scores accounted for by teacher qualifications when other
variables are held constant or adjusted.

Usman (2021) argued that shortage of qualified teachers is responsible for the poor
academic achievement observable among the students. The availability of professional teachers in
our schools is low, which is attributed mainly to the perception of the teaching profession as a
dumping ground for any unemployed school leavers, irrespective of their area of specialization.
As this group of able bodied young men and women take to the teaching profession as a bye-pass
venture to their desired ends. Consequently, their input on the job would be very low since it lacks
the dedication demanded by the job. The few ones that seem to show little dedication lack the
technical know-how of teaching since they were never trained on the job (Ngada, 2018).
10
Researchers have carried out various studies on teachers’ demographic variables such as
qualifications, age, experience, gender, attitude and students’ academic performance. Adepoju
(2020) reported that a significant relationship exists between teachers’ variables such as gender,
area of specialization, possession of academic qualification in education and the learning
outcomes of secondary school students. Studies have also shown that teachers experience exerts a
great influence on the academic achievement of students. Gibbons, et. al. (2017) reported that
there was a significant relationship between teachers’ experience and students’ academic
achievement since students taught by more experienced teachers achieved at a higher level due to
the fact that the experienced teachers have mastered the subject content and acquired cumulated
classroom management skills and strategies to handle and cope with different classroom
problems. In the same vein, Ademulegun (2021) argued that students taught by more qualified and
experienced teachers in terms of knowledge of the subject matter perform better than those taught
by less qualified but experienced teachers.

There exist conflicting reports on the relationship between teacher qualification and
students’ achievements in various subject areas. Goldhaber and Brewer (2000) in their study
found a positive relationship between teacher qualification and students’ mathematics
achievement but no such relationship was found between teacher qualification and students’
achievement in science. Also, Zuzovsky (2019) conducted a study in Israel to re-examine the
extent to which advanced academic degrees, majoring in the field of teaching, years of teaching
experience, and intensive participation in professional development activities (all assumed to be
cardinal teacher qualifications). It was found that these components of teacher qualification were
indeed positively associated with student achievement in mathematics and science. The educators,
government, parents and society in general have constantly been interested in the academic
achievement of students (Lydiah and Nasongo, 2009; Yusuf and Adigun, 2010). According to
Adeyemi (2010), teachers play an important role in determining the students‟ academic
achievement. Researchers have never reached a consensus on the specific teacher factors that
influence students academic achievement (Rivkin et al., 2005). Some studies found ‟ that
teachers’ experience and educational qualifications significantly influenced students’ academic
achievement (Njeru and Orodho, 2003; Ankomah et al., 2005; Ugbe a n d Agim, 2009; Asikhia,
2010; Yala and Wanjohi, 2011; Olaleye, 2011). When conducting research on factors contributing
to under achievement of Zambian female students in O-Level Physics examinations, Maguswi
11
(2011) found thatlack of qualified teachers of Physics had a significant contribution. Moreover, a
study done by Adaramola and Obomanu (2011) in Nigeria found that lack of qualified teachers
led to consistent poor performance of students in business subjects.

Also, Asikhia (2016) and Umar-ud-Din et al (2018) in their various studies showed that
teachers’ qualification influences student’s academic performance. Ilugbusi, et al (2017) showed
that teaching experience in schools count significantly in the determination of students’
achievement in external examinations such as West Africa Senior School Certificate Examination
(SSCE), National Examination Council (NECO), National Business and Technical Education
Examinations and the Unified Tertiary Matriculation Examination. According to them,
inexperienced teachers are easily upset and destabilized by unfamiliar situations. This may imply
that inexperienced teachers could get confused, mixed up the content of the topics taught to the
students and hence the students will receive wrong information which would definitely lead to
poor achievement among the students, while the experienced teachers are already immune to
classroom provocative situations and have developed resistance and several solutions against
classroom confusion inducing agents.

But Igwe (2019) found no significant relationship between teachers’ qualifications and
students’ achievement in biology, chemistry and physics at senior secondary school certificate
level. Khurshid (2018) in a study to determine the relationship between the professional
qualifications of teachers and the academic performance of their students at secondary school
level in Multan, Pakistan, showed that the performance of the students taught by the untrained
teachers with B.A./B.Sc qualifications was better than the students taught by trained teachers with
professional qualifications like B.Ed and M.Ed. As Buddi and Zamarro (2019), further argued that
experienced or better educated or more skilled teachers (as measured by licensure exams) may
inherently be better able to teach, but they may not consistently deliver their best performance in
the classroom. A view also held by Dahar et al (2021) who observed in a similar study that there
is no much difference in teacher qualitificaton and student academic achievement in school
subjects.

12
Teachers' Teaching Methods and Students' Academic Performance in Business Studies
According to Westwood (2018) teaching method is any combination of principles and
activities used for instruction to be implemented by teachers to achieve the desired learning in
students; and these strategies are determined by the subject matter to be taught and the nature of
the learner. Ezeweani (2020), sees teaching as the ability to guide one to obtain knowledge, since
knowledge is an external phenomenon which is to be attracted to the mind, assimilated and
internalized. Jahnning (2004) stressing on the usefulness of methods and techniques concluded
that teaching methods to a large extent determines the effectiveness of teachers and students level
of achievement in examinations. It was suggested that demonstration and practical methods be
used in teaching skill subjects, such as Business Studies. A critical review of Ikpaya (2004) and
Uche and Umoren (1998) reveals that a teacher must have knowledge of different teaching
methods if the objectives of the lesson is to be accomplished.

Effective teaching method help to improve the understanding or knowledge of a student

concerning a concept faster than techniques or strategies of teaching, and the application of the
appropriate teaching method depends largely on the teacher’s capability. The method of
instruction does not fail, but its failure may arise from the teacher’s inability to know how and
when to use them (Ezewu, 2015). The positive or negative effects of the different method of
teaching as it affects students’ performance in a subject solely rest on the teacher. This is because
for the learner to learn well and retain fast, the teacher must pass the message or concept well and
this can be achieved through the teacher’s method of teaching. Learning takes place through the
active participation and behaviour of the learner by what he does and not what the teacher does.
According to Okorie (2017), the technique employed in impacting information to the students
may have an effect in creating favourable impression about business studies in the minds of the
students. He suggested that for effective teaching to take place, a skilled teacher needs to utilize
various teaching methods and techniques, as there exists a great diversity of teaching method and
no one method can be best regarded for every teaching situation.

Many teachers in sub- Saharan Africa, are not able to apply modern information
technologies in teaching due to computer illiteracy hence they mostly rely on lecture method of
teaching, which is not effective in the teaching and learning of biology in the Senior Secondary
Schools. Rather, the most effective teaching methods for business studies instruction is the
discussion/ participatory method as the students are used to some of the concept in the subject
13
curriculum in their daily activities. Therefore, engaging the students in a discussion class will
broaden their understanding, correct misconception about certain concepts concerning nature, and
aid quick recall of knowledge when the need for application arises. As the poor exposure of
learners to hands- on experiences has resulted in their low academic achievement in Mathematics,
Business Education, Chemistry, Physics and Agriculture subjects e.t.c (Eboutou et al., 2018;
Haambokoma et al., 2020).

Teachers need to understand classroom practices which can facilitate processes leading to
effective teaching. The method of teaching employed by a business studies teacher should depend
on what is being taught, to whom it is being taught and when it is been taught. Also, this selection
should be guided by the instructional objective, the nature of the subject matter and background of
the students. Ikejiani (2017) stressed that teachers should strive to acquire more knowledge in
their area of specialization to enable them handle the subject area well. As the utilization of the
appropriate teaching methods by business studies teachers in the teaching and learning situations;
will result in a progressive increase in motivation and attitude of the students towards the subject.

Teachers' Effectiveness and Students' Academic Performance in Business Studies

Uche and Umoren (1998), Thomas Gordon is the originator of Teacher Effectiveness
Training (TET). Gordon instructed teachers on how to reduce negative behavior by the use of
clever and provocative classroom communication authority. Whichever way this is done will
reflect the teachers’ personality, character and general approach to teaching on the one hand, and
the context (the type of students, subject matter, and school ethos) on the other hand. To achieve
this, the teacher needs to be purposeful during lessons, besides sustaining students’ attention and
motivation and ensuring the appropriateness of the learning activities. Loughran (2006) stated that
basically the teacher’s authority needs to be based on effective teaching rather than on coercion.
Teacher effectiveness has a lot to do with the teacher’s authority. Hahn Good (2003) had
identified four main factors involved in establishing and maintaining authority namely: status,
teaching competence, exercising control over the classroom and exercising control over
discipline. Berecter (2012) concluded that no teacher can be effective unless he has thoroughly
learned what he is to teach; understood the teaching-learning environment; can assess the impact
of his/her own teaching methods and attitudes on the learners; and can evaluate scientifically the
14
learning outcomes. Teachers should move away from dedicate teaching where students are
essentially passive, towards setting up learning experiences where students are active and have
some control over the course of the learning-taking place. Social Studies has been globalized with
environment problems like deforestation, population hazards, health, environmental disaster,
desertification, ozone depletion, urbanization. Therefore the teacher needs to effectively regulate
classroom activities and teacher-pupil interaction during instruction, including the circumstances
under which students can speak and move from their seats (Education Review Office, 2006).

According to Akiri and Ugborugbo (2009), the issue of pupils' poor academic performance
in Nigeria has been a source of concern for all. The situation is so severe that it has resulted in a
widely acknowledged drop in educational standards in Delta State and Nigeria as a whole.
According to Okolocha and Onyeneke (2013), available statistics from various secondary schools
visited revealed that only 699 students out of 1530 who sat for business studies exams received
credit or above, while the rest were either pass, failed, or result. In addition, fieldwork conducted
in selected secondary schools in Anambra State, Nigeria, on the results of the Nigeria
Examination Council Organization (NECO), the West African Senior School Certificate
Examination (WASSCE), and the Basic Education Certificate Examination (BECE) revealed poor
performance of students in Business subjects (Nwogu, 2011).

Darling-Hammond (2019) pointed out that fully prepared teachers are more effective in
the classroom, and their students demonstrate larger achievement gains than students whose
teachers are less effective and unprepared in knowing how to guide and encourage individual
student’s learning, knowing how to individualize students learning; how to plan productive
lessons and how to diagnose students’ problems. Fully prepared teachers have an in-depth
knowledge of content and how it can be taught fully licensed in the subjects they teach. On the
other hand, Rivkin, Hanushek, and Kain (2015) showed that the influence of teachers on students’
academic achievements is many time greater than any other commonly observed variable. A
survey of teacher preparation programme across the country be Feistritzer (2008) confirmed that
62 percent of these programs require a major equivalence of a major in the subject area of the
license and 26 percent require at least a minor subject content as prepared in the content area.
Similarly, Fuller (2019) also confirmed in their study that accredited teachers performed at about
91 percent better than unaccredited teachers in the classroom. As to what can be done in ensuring

15
teachers’ effectiveness, Darling Hammond (2019) and Wise (2019) opined that teacher
preparation programmes should be expanded. They were also of the opinion that truth-in-labeling
a qualified and effective teacher should be applied and different titles for those who are not
qualified and effective should be applied to the knowledge of both the parents and the public.
Commenting on teachers; effectiveness, Cooper (2020) identified some traits possessed by each
teacher to include teachers’ approachability, cheerfulness, dependability, enthusiasm, fairness,
honesty, intelligence, morality and patience.

Wirth and Perkins (2013) discovered that a teacher's attitude has a substantial impact on
student attention in the classroom. In Istanbul, Turkey, Mucella, Melis, and Ahu (2011) explored
the effects of teachers' attitudes on students' personalities and performance. The researchers
discovered that teachers' positive attitudes have a positive impact on students' personalities as well
as their life outcomes. Kurgat and Gordon conducted research on the effects of teacher traits and
attitudes on student accomplishment in the Kcse economics test (2014). Teachers have a good
attitude about the subject, according to their data, therefore low performance could be ascribed to
other things than teacher attitudes. As a result, the teacher's attitude had a direct impact on the
pupils' attitudes. In Sapele Local Government Area of Delta State, Nigeria, Akpomudjere (2020)
investigates the impact of school location and teacher quality on students' success in Business
Studies Examination in public secondary schools. The study was directed by four research
questions, and it was conducted using an ex post facto research approach. The survey included
2579 students who took Business Studies in the Basic Education Certificate Examination in
public secondary schools in the Sapele Local Government Area of Delta State during the
2016/2017 Academic Session. The population was employed as a sample for the study, and no
instrument was developed for data collection; instead, data were collected on request from the
Sapele Field Office of the Ministry of Primary and Basic Education. For the research topics, the
data was evaluated using a simple frequency count and percentage. The findings suggest that
pupils' performance is unaffected by their location. Furthermore, the findings demonstrated that a
teacher's qualification has a considerable impact on a student's performance. According to the
conclusions of this study, school location had no substantial impact on students' performance in
Business Studies examinations in Delta State secondary schools. Teachers' qualifications also
have a substantial impact on pupils' achievement in Business Studies exams in Delta State
secondary schools.
16
 A professional teacher, according to Fehintola (2014), must display outstanding attitudes
and effectiveness in his teaching in a normal classroom context. It demonstrates that teachers
must adopt an attitude that will aid in the positive transformation of learners in the three domains
of learning, namely cognitive, emotional, and psychomotor. A professional teacher must exhibit
positive features such as intelligence, neatness, and other desirable characteristics. Instructor
professional development has an impact on a variety of factors, including student motivation,
teaching approaches, communication skills, material organization and lesson preparation, student
engagement during lessons, teacher confidence, and subject matter expertise (Maende, 2012).

Student Characteristics

According to Opute et al (2020), mastering learning is based on the basis of individual

differences. This refers to the fact that students learn at different rates and varied levels of
comprehension. So every learner should be able to place himself/herself where he/ she belong for
proper studies. Egbule (2020) assert that a student will learn positively if he has previous
experience prerequisite of the subject matter, interest in the subject matter to be learnt, if he is
intelligent has a large memory span with mental and emotional sets as well as the physiological
readiness for the subject to learn. In spite of the importance of business studies to mankind, there
are challenges faced with the performance trend bothering on students’ personality towards
business studies teaching and learning.

 Interest: The interest of students towards a subject is a necessity. Evans (2015) noted that
for a student to learn, he must be interested in what is taught, therefore success is likely
not to occur where interest is lacking. For learning to be effective, the learner must
develop interest and be motivated because when activities are not of interest to the learner,
he might become bored with the lesson. Owino et al. (2018) added that irregularities
related to the Business studies subject teacher such as irregularity in administration of
practical’s, class discussion, and teachers not allowing students to ask questions, teachers
not giving prompt feedback on assignments or exams, by not making the Biology subject
interesting and teachers not conducting demonstration during class. Interest is often times
associated with attention; hence teachers should try by all means to motivate their students
for participation in the teaching –learning process.
17
  Attitude: Students’ attitude towards the course or subject of study would affect their
performance in that particular subject positively or negatively. If a student develops a
positive attitude towards the subject, it would make the student work hard to achieve
success. While the student is likely to perform badly with a negatively developed attitude.
This view was also supported by Dinah (2019). Nigerian Secondary Schools have high
positive attitude towards business education but these science subjects are not taught well
in our schools, resulting in the negative attitude of students towards this subjects (business
studies inclusive).

Student’s Achievement in Business Studies

Olarewaju (2016) asked the question, why does the key subject that have to with our day
to day living face such a negative performance trend from time to time? Alibi (2020) sees
business studies as an easy subject to school children. He went on to ask the question why are we
not business literate in the society? According to research, student achievement in Business
Studies in the Senior Secondary School Certificate Examination (SSCE) in Nigeria is generally
considered to be below satisfactory levels, with significant variations observed between public
and private schools, often with private schools demonstrating higher performance; factors like
inadequate teaching resources, lack of practical exposure, and poor curriculum relevance are
frequently cited as contributing to this issue.

Dinah (2019) and Auwalu et al. (2020) concluded that, availability of text books, and other
learning resources contribute significantly to the performance of students in Biology examination.
Also, Mamalanga and Awelani (2017) concluded in their result that the possible factors
responsible for the poor performance in Biology include inadequate understanding of business
concepts, lack of practical application, ineffective teaching methods, limited access to real-world
case studies, student disinterest, poor study habits, inadequate learning materials, and a disconnect
between curriculum and industry demands; these can be further categorized as student-related,
teacher-related, and environmental factors. . Nwafor (2018) opined that in a school where library
facilities bound, the students have more favourable quest for business studies than those schools
without standard and adequate library facilities, and as such they perform better in the school
certificate examination. Emiekulu (2020) observed that students’ poor performance can be
18
attributed to their behaviour in business studies lesson and examination. In his own view, some
students are so desperate to cheat during examinations that they pay little or no attention to the
subject. If students have such attitude, then the level of performance will now depend on the fate
of the examiner or the supervisors that will or will not give room to cheating. In the higher
institution, the poor performance of students taking Business Education, Entrepreneurship as a
course of study is caused by the student’s nonchalant attitude and poor foundation in business
studies.

Theoretical Framework

The study is anchored on two theories, the Human Capital theory and Attribution Theory:

Human Capital Theory

The Human Capital Theory, developed by economists like Gary Becker and Theodore
Schultz, explains that education and training are investments in human capital, just like money is
an investment in physical capital. This theory suggests that better education and training lead to
higher productivity and better economic outcomes. In the context of Business Studies, Human
Capital Theory explains why qualified teachers are essential for student success. Investing in
teacher education leads to; Better teaching qualities, teachers with advanced degrees and training
can explain business concepts more effectively, making it easier for students to understand. Well-
trained teachers use updated teaching methods, making learning more interactive and engaging.
When teachers are knowledgeable, they can help students develop critical thinking skills and
prepare them for real-world business challenges. If students receive a strong business education,
they can start businesses, create jobs, and contribute to the economy. Overall, the Human Capital
Theory supports the idea that investing in education, particularly in teacher training, results in
better student performance and long-term benefits for both individuals and society.

Attribution Theory

Attribution theory according to Osokoye (2009) deáls with an explanation of the

motivation that focuses on how people explain the causes of their own success and failures.
Weiner (1979) on the other hand pointed out that people attributed their success and failure to
19
internal or external causes. Thus, attribution theory contains the underlying principles by which a
person decides the causes of another person's behavior.

According to Nwachukwu (2004), attribution theory deals with the notion of students'
perception. It suggests that the courses students gives for their success and failure have a strong
effect on their academic performance in future. To encourage learning therefore, teachers should
use intrinsic motivation, set goals that are challenging, help students to attribute success and
failure to controllable courses and to believe in their ability to improve through their handwork.
Students should be made to think positively and to have positive self concept. It emphasizes that
negative self concept contribute as factor that affect student's performances in school. In other
words, that a student's self concept of himself affect his learning. According to Anene (2009), a
child who is constantly told how bad or how incompetent he is begins to accept this picture of
himself as true and behaves accordingly. Therefore, teachers should stop labeling students or
using negatives comments on them. they should rather encourage the students through the remarks
to put in more efforts. The theory also emphasize that lack of control affects learning. Also the
way a student sees himself has been affected in the learning process determines how he learns to
some extents. The issue of attributing failures to external forces rather than personal inadequacy
may be the critical decides of progress in the learning situation so teachers should help students to
develop positive self concept to enable them tackle a given problem or learning task.

Empirical Review

Awe (2013) conducted research on the impact of teacher’s qualifications on students

academic performance in economics: A case study of Nnewi North Local Government Area.
Survey research was used for the study; Two hundred and twenty (220) copies of questionnaire
were distributed as instruments for data collection. Simple random sampling technique was also
used and weighted mean as well as chi-square as method of data analysis. Findings revealed that
teacher's qualification is one of significant factors that influence student's academic performance
in business education in secondary schools; that qualifications that qualifies a teacher to teach
business education include NCE (economics), B. Sc in education (economics), a B.Sc economics
teacher with post-graduate Diploma in education (PGDE) or professional Diploma in Education

20
(PDE); the study also found out that highly qualified teachers in economics tend to increase
student's performance in economics than non-qualified teachers.

Apata (2014), carried out a rescarch on the effect of teachers qualitications on student's
performance in mathematics, questionnaire was used as instrument for data collection and the
results shown that a significant difference existed in the performance of students taught by
professional teachers and nonprofessional teachers, between students taught by NCE teachers and
B.Sc education on teachers and also between B.Sc teachers and B.Sc education teachers, the study
+confirm that students who were taught by NCE and B.Sc education teachers perform better
academically than students taught by B.Sc teachers without education qualification. Apata(2014)
in his study investigated the influence of teachers qualification on academic performance of
students in science subject in Kano state. The study found no significant relationship between
teacher's qualification and student's performance. George (2004) attributed poor achievement of
students in school to teacher qualification, inadequacy of materials as well as administrative
factors.

21
 CHAPTER THREE

RESEARCH METHODOLOGY

This chapter deals with the review of the methods and procedure the researcher intend to use in
carrying out the research work. It is organized into the following sub-headings:

 Research Design
 Population of the Study
 Sample and Sampling Technique
 Instrument for Data Collection
 Validation of the Instrument
 Reliability of the Instrument
 Method of Data Collection
 Method of Data Analysis

Research design

A descriptive survey research design was adopted for the study. Descriptive survey
according to Aina (2020), involves a systematic and comprehensive collection of information
about the opinions, attitudes, feelings, beliefs and behaviors of people through observation,
interviewing and administering of questionnaires to a relatively large and representative sample
of the population of interest. This method will be used because the design is most appropriate for
the study, due to the fact that the study is based on the opinions and views of the respondents on
the influence of the qualifications of business studies teachers on the performance of secondary
school students in Esan West Local government, Edo State.

Population of the study

The population of this study comprises secondary school students in Esan West Local
Government Area. For the purpose of this study, four secondary schools were selected for the
survey, with a combined total of 4,165 enrolled students. The selected schools and their respective

22
student populations are as follows; Ujoelen Secondary School (1,280 students), Ujemen
Secondary School (331 students), Egware Secondary School (1,042 students) and Uhiele
Grammar School (442 students).

Sample Size

Osemwota (2007, p. 126) defines sampling as “a scientific method of obtaining unbiased and
representative data from a given universe or population.” A sample, therefore, is a variable
carefully selected from a population and used to test assumptions about that population. The
purpose of studying a sample is to make generalizations about the universe it represents. For this
study the total population of secondary school students from the selected schools is estimated at
4,165 students (based on field survey conducted, as at the time of this study). To determine an
appropriate sample size, the study adopts a Taro Yamane Formula. Using a 95% confidence level
and a 5% margin of error, a sample size of 365 respondents is derived. This sample size ensures
that the data collected will be statistically representative of the total population.

Total Population (N): 4,165.

To determine an appropriate sample size for the total population, we use the formula:

n= N

1+N(e2)

Where:

n= sample size.

N= Population.

e= 0.5 (margin of error: 5%).

n = 4,165 = 365

1+4,165 (0.5)2
23
Thus, a sample size of 365 respondents is appropriate.

Sampling Techniques

This Sample consists of secondary school students from JSS1 to SS3, which is draw from four
secondary schools in Esan West LGA of Edo State. This study will adopt the simple random
sampling technique. The Simple random sampling technique will be used to select 365
respondents for the administration of the questionnaire.

Names of Schools Sample (students)

Ujoelen Secondary School 95

Ujemen Secondary School 90

Egware Secondary School 90

Uhiele Grammar School 90

Instrument for data collection

The primary instrument to be used for data collection for this study is the well-structured
questionnaire, which is self-designed, consisting of closed ended questions. The questionnaire
will be divided into two sections. Section A containing the demographic information of the
respondents and Section B containing information about the topic under investigation. The items
will be presented based on four point rating scale of strongly agree (SA), agree (A), disagree (D)
and strongly disagree (SD).

Validation of the instrument

The research instrument will be validated by the project supervisor. The instrument will
also be given to experts for validation in terms of appropriateness and clarity of the instruction to
the respondents. The observations, criticism, comments and recommendations of the experts will

24
serve as a guide for the modification of the items in the instruments in order to tally with the
objective of the study and to qualify the instrument for final distribution.

Reliability of the Instrument

Reliability refers to the consistency of the instrument in measuring the same variable
across different occasions. The researcher ensures that the instrument is reliable by pre-testing the
questionnaire with a small sample before the full survey is conducted. The test result from the
sample was calculated using test retest reliability, pearson’s correlation coefficient formula was
used.

Method of data collection

The questionnaires will administered by the researcher and two research assistant who will
also follow up and collect the distributed questionnaires immediately they are filled. The
administration will be done within one week where the researcher will wait for respondents to fill
the questionnaires and then collect them for further interpretation. A total number of one hundred
(100) questionnaires will be distributed to respondents and same number will be retrieved.

Method of data analysis

The researcher will adopt and utilize the frequency count, mean score ( X ) and standard
deviation (SD) were used to analyse the data based on the research questions and survey. Class
limit was used for decision making. Thus: 1.00-1.49 = Strongly Disagree (SD), 1.50-2.49 =
Disagree, 2.50-3.49 = Agree, 3.50-4.0 = Strongly Agree. The mean (M) and standard deviation
(SD) were calculated based on the numerical values assigned to the response categories and the
frequencies of each response. The mean represents the average level of agreement, while the
standard deviation measures the variability of the responses around the mean.

25
 CHAPTER FOUR

DATA PRESENTATION, ANALYSIS AND DISCUSSION OF FINDINGS

Presentation of Result

This chapter presents the results obtained from the survey conducted on the Influence of
Teacher’s Qualification on Students Academic Performance in Business Studies in Esan West
Local Government Area, Edo State. A total of 100 questionnaires were distributed, and 100 were
successfully retrieved and analyzed, representing a response rate of 100%.

Table 1

Demographic representation of Data.

Variables Frequency (N= 100) Percentages

Sex

Male 172 47%

Female 193 53%

Age

12-14 128 35%

15-18 230 63%

18 and above 7 2%

Secondary School

Ujoelen Secondary School 95 26.03%

Ujemen Secondary School 90 24.66%

26
 Egware Secondary School 90 24.66%

Uhiele Secondary School 90 24.66%

Class

SSS 1 51 14%

SSS 2 146 40%

SSS 3 168 46%

Total 365 100%

Source: Field Survey 2025

Analysis of Result According to Research Questions

SECTION B: To Measure Respondents on “Influence of Teachers Qualification of Students

Academic Performance in Business Studies in Esan West Local Government Area of Edo
State.”

Research Question 1: What is the influence of teacher's qualification on my academic

performance in Business Studies?

Table 2:

S/N Influence of teacher’s qualification on SA A D SD M( SD REMARKS

students academic performance in X)
business Studies
1 I perform better in Business Studies 146 128 55 36 3.05 0.97 AGREED
when taught by a highly qualified
teacher.
2 Students learn best when taught by a 139 117 73 36 2.98 0.99 AGREED
teacher with a degree in Business
Studies.

27
3 A teacher without a Business Studies 73 91 110 91 2.40 1.07 DISAGREED
qualification can still teach the subject
effectively.
4 My teacher’s qualification does not 55 73 146 91 2.33 0.99 DISAGREED
affect how well I understand Business
Studies.
5 Students perform poorly when taught 153 110 66 36 3.04 1.00 AGREED
by unqualified teachers.
Source: Field Survey 2025

Table 2: The responses shows that students generally agree that teacher qualifications influence
their performance (M = 3.05, SD = 0.97). However, opinions are more divided on whether an
unqualified teacher can still teach effectively (M = 2.40, SD = 1.07), suggesting variation in
student experiences.

Research Question 2: What is the influence of my teacher's teaching methods on my

academic performance in Business Studies?

S/N Influence of teacher’s teaching SA A D SD M(X ) SD REMARKS

methods on students academic
performance in business studies?
1 The way a teacher teaches affects how 183 110 55 18 3.25 0.89 AGREED
well students perform in Business
Studies.
2 I understand Business Studies better 164 102 66 33 3.09 0.99 AGREED
when my teacher uses different teaching
methods
3 The lecture method is the best way to 128 110 73 55 2.85 1.06 AGREED
teach Business Studies.
4 I learn best when my teacher explains 146 117 66 36 3.02 0.99 AGREED
topics using ICT tools.
5 My teacher’s way of teaching affects 175 124 44 22 3.24 0.88 AGREED
how well I perform in Business Studies.
28
 Source: Field Survey 2025

Table 3: The results show strong agreement that teaching methods influence student performance
(M = 3.25, SD = 0.89). Students also favor the use of ICT tools (M = 3.02, SD = 0.99). However,
opinions on whether the lecture method is the best are more varied (M = 2.85, SD = 1.06),
showing students preference for different teaching method.

Research Question 3: What is the influence of my teacher's experience on my academic

performance in Business Studies?

S/N Influence of teacher’s experience on SA A D SD M( SD REMARKS

students academic performance in X)
business studies?
1 I understand Business Studies better 201 110 37 18 3.35 0.85 AGREED
when taught by an experienced teacher.
2 Teachers with many years of 183 102 55 26 3.21 0.94 AGREED
experience explain Business Studies
topics more clearly.
3 I believe a new teacher can teach 73 91 110 91 2.40 1.07 DISAGREED
Business Studies as well as an
experienced teacher.
4 My teacher’s experience does not affect 66 80 128 91 2.33 1.04 DISAGREED
my interest in Business Studies.
5 I struggle to understand Business 164 110 55 36 3.10 0.99 AGREED
Studies when taught by an
inexperienced teacher.
Source: Field Survey 2025

Table 4: The findings Shows that students overwhelmingly believe experienced teachers enhance
their learning (M = 3.35, SD = 0.85). However, opinions on whether new teachers can be just as
effective are more dividetd (M = 2.40, SD = 1.07), showing some skepticism about their teaching
abilities.
29
Discussion of Findings

The findings of this study provide valuable insights into the influence of teachers'
qualifications, teaching methods, and experience on students' academic performance in Business
Studies within Secondary Schools in Esan West Local Government Area, Edo State. The results
from the survey show significant patterns that highlight the role of teacher quality in shaping
student achievement.

Research Question 1: What is the Influence of Teachers’ Qualifications on Students’

Academic Performance?

The analysis reveals that students generally agree that teacher qualifications significantly
influence their performance in Business Studies. The majority of respondents (M = 3.05, SD =
0.97) affirmed that they perform better when taught by a highly qualified teacher. Additionally, a
significant proportion of students agreed that those taught by a teacher with a degree in Business
Studies tend to perform better (M = 2.98, SD = 0.99). However, there was strong disagreement
with the notion that an unqualified teacher can still teach the subject effectively (M = 2.40, SD =
1.07), suggesting that students recognize the importance of specialized knowledge in teaching
Business Studies. Furthermore, students largely disagreed with the idea that a teacher’s
qualification does not affect their understanding of the subject (M = 2.33, SD = 0.99). This
indicates that students perceive teacher qualifications as a fundamental factor in their academic
success. Additionally, a majority of respondents agreed that students perform poorly when taught
by unqualified teachers (M = 3.04, SD = 1.00). These findings emphasize the importance of
ensuring that teachers handling Business Studies possess relevant qualifications and expertise in
the subject area.

Research Question 2: What is the Influence of Teachers’ Teaching Methods on Students’

Academic Performance?

The findings also emphasize the importance of teaching methods in students' academic
performance. The majority of respondents strongly agreed that the way a teacher teaches

30
significantly affects their performance in Business Studies (M = 3.25, SD = 0.89). This suggests
that students recognize the direct impact of instructional techniques on their comprehension and
overall academic success.

Additionally, students expressed a preference for varied teaching methods (M = 3.09, SD

= 0.99), indicating that employing a mix of instructional approaches enhances understanding.
There was also notable agreement on the effectiveness of using ICT tools in teaching Business
Studies (M = 3.02, SD = 0.99), showing the increasing relevance of technology in education.
However, opinions regarding the lecture method as the best teaching approach were more divided
(M = 2.85, SD = 1.06). This indicates that while some students find it useful, others prefer more
interactive and participatory teaching styles. These findings show the need for teachers to
incorporate diverse instructional strategies that cater to different learning styles and maximize
student engagement.

Research Question 3: What is the Influence of Teachers’ Experience on Students’ Academic

Performance?

The study also examined the impact of teachers’ experience on students’ academic
performance in Business Studies. The results indicate that students generally believe experienced
teachers enhance their learning outcomes. The majority of respondents strongly agreed that they
understand Business Studies better when taught by an experienced teacher (M = 3.35, SD = 0.85).
Similarly, many students acknowledged that experienced teachers explain Business Studies topics
more clearly (M = 3.21, SD = 0.94), reinforcing the idea that years of teaching experience
contribute to a teacher’s effectiveness in delivering course content.

Conversely, there was notable disagreement with the notion that a new teacher can teach
Business Studies as effectively as an experienced teacher (M = 2.40, SD = 1.07), indicating
skepticism about the capabilities of novice educators. Additionally, students largely disagreed
with the idea that a teacher’s experience does not affect their interest in Business Studies (M =
2.33, SD = 1.04), further emphasizing the critical role of experience in effective teaching.
Moreover, the findings suggest that students struggle to understand Business Studies when taught
by an inexperienced teacher (M = 3.10, SD = 0.99), reinforcing the notion that experience

31
enhances teaching effectiveness. These results highlight the need for continuous professional
development programs to help newer teachers improve their instructional skills and effectiveness.

32
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

Summary
This study focused on understanding how teacher’s qualification, teaching method and
experience, influences student academic performance in Business studies. The survey gathered
365 responses, and the findings gave important insight into how teacher’s qualification
influences student’s academic performance in Business Studies. The research objectives were to
examine; the influence of teacher's qualification on student academic performance in business
studies; the influence of teaching methods on the academic performance of students in business
studies; the influence of teachers experience on the academic performance of students in
business studies.

The study was anchored on Human Capital theory and Attribution theory. The Human
Capital Theory, developed by economists like Gary Becker and Theodore Schultz, explains that
education and training are investments in human capital, just like money is an investment in
physical capital. This theory suggests that better education and training lead to higher productivity
and better economic outcomes. In the context of Business Studies, Human Capital Theory
explains why qualified teachers are essential for student success. Investing in teacher education
leads to better teaching qualities. Attribution theory according to Osokoye (2009), deáls with an
explanation of the motivation that focuses on how people explain the causes of their own success
and failures. Weiner (1979) on the other hand pointed out that people attributed their success and
failure to internal or external causes. Thus, attribution theory contains the underlying principles by
which a person decides the causes of another person's behavior. According to Nwachukwu (2004),
attribution theory deals with the notion of students' perception. It suggests that the reasons student
gives for their success and failure have a strong effect on their academic performance in future. To
encourage learning therefore, teachers should use intrinsic motivation, set goals that are
challenging, help students to attribute success and failure to controllable courses and to believe in
their ability to improve through their handwork.

33
 The study adopted a descriptive survey research design to the influence of teacher’s
qualification on student’s academic performance in business studies. The design was chosen
because it allows for a systematic collection of data to describe and interpret existing conditions
related to social media usage and its effects on youth behavior. The target population for this
study consisted of secondary school student in Ekpoma, Esan West Local Government Area.
Primary data were collected using structured questionnaires, which contained both closed-ended
and open-ended questions. The collected data were analyzed using descriptive statistics. Ethical
guidelines were strictly followed in this study. Respondents were informed about the purpose of
the study, and their participation was voluntary. Anonymity and confidentiality were guaranteed
to ensure honest and unbiased responses. The findings of the study revealed;

1. Students generally agreed that having a highly qualified teacher positively impacts their
academic performance in Business Studies.
2. A majority of students acknowledged that teachers with a degree in Business Studies
enhance their learning experience.
3. There was strong disagreement with the notion that an unqualified teacher can teach
Business Studies effectively, emphasizing the importance of subject-specific expertise.
4. Most students believed that they perform poorly when taught by unqualified teachers.
5. The way a teacher teaches significantly affects student performance in Business Studies.
6. Students preferred diverse teaching methods, as they enhance understanding and
engagement.
7. The use of ICT tools in teaching was widely supported as an effective strategy.
8. Students strongly believed that experienced teachers enhance their understanding of
Business Studies.
9. Experienced teachers were perceived as more effective in explaining topics clearly.

Conclusion

The findings of this study suggest that teacher qualifications, teaching methods, and
experience are important determinants of students' academic performance in Business Studies.
The study shows the importance of employing well-qualified and experienced teachers who can
adopt diverse and effective teaching strategies to enhance student learning outcomes. Teachers

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with relevant academic credentials and expertise significantly contribute to students'
understanding of Business Studies, while unqualified or inexperienced teachers may negatively
impact student performance.

Also the study shows that, effective teaching methods, including interactive and
technology-enhanced strategies, play an important role in student engagement and
comprehension. Students respond positively to teachers who employ a variety of teaching
techniques, rather than relying solely on traditional lecture methods. This highlights the need for
Business Studies educators to continuously develop their teaching strategies to align with modern
practices. The study also shows the importance of experience in teaching effectiveness. More
experienced teachers were found to be more effective in explaining concepts clearly and
facilitating learning, reinforcing the need for mentorship and professional development programs
for newer educators. Overall, these findings emphasize the need for high teaching standards in
Business Studies education to enhance student outcomes.

Recommendation

Based on the findings of this study the following recommendations were made;

1. Secondary Schools in Ekpoma should ensure that Business Studies teachers

possess the necessary academic credentials and subject-specific qualifications to
enhance teaching effectiveness.
2. Teachers should undergo regular training and professional development programs
to stay updated on modern teaching methodologies and best practices.
3. Teachers should incorporate various teaching methods, including ICT tools and
interactive learning strategies, to cater to different student learning preferences.
4. Schools in Ekpoma should implement mentorship programs where experienced
teachers can guide and support less-experienced teachers to improve instructional
effectiveness.
5. Educational policymakers should establish strict guidelines for teacher recruitment,
training, and certification to ensure that only competent individuals teach Business
Studies.
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 6. Schools should encourage teachers to adopt student-centered learning approaches
that promote active participation and engagement in Business Studies classes.

By implementing these recommendations, educational stakeholders can improve the quality of

Business Studies education and enhance students' academic performance in the subject.

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