DOI: 10.36344/ccijhss.2020.v06i12.002

Pages: 180-187

The study investigated the contributions of Teachers’ variables- qualification and subject specialization, to the academic achievement of students in basic science in selected secondary schools. The population of the study comprised all the students and all the science teachers from all the public secondary schools. A sample of 200 students and 100 teachers was selected from the population, using the proportionate stratified random sampling techniques. Two research questions were raised to guide the study, while two null hypotheses were formulated and tested at 0.05 levels of significances. The study used two validated instruments to collect data. The mean and standard deviation were used to answer the research questions while the null hypotheses were tested using ANOVA. The findings revealed that: teachers’ higher academic qualification significantly influenced students’ achievement; teachers’ subject major significantly contributed to students achievement in basic science; the findings also revealed no significant difference in the mean achievement scores of students taught by teachers with different educational qualifications, The study shows both positive and negative effects of interaction of teacher background variables on students ‘academic achievement. Based on the findings, it was recommended that employment of basic science teachers should be based on qualification and subject specialization, basic science teacher should be encouraged by government to attend professional training regularly, and Government agencies saddled with the recruitment of teachers should step up recruitment efforts by hiring teachers who have high academic qualification so that students’ academic achievement and interest can be sustained.