Infrastructural Facilities and Teachers’ Indices on Academic Achievement in Social Studies among Junior Secondary School Students in Oyo State, Nigeria

Abstract

The study investigated the influence of infrastructural facilities and teachers’ indices on academic achievement in Social Studies among junior secondary school students in Oyo State. These were with the view to providing information on how infrastructural facilities and teachers’ indices could influence effective learning of Social Studies in Oyo State. This study adopted the descriptive survey research design. The population of the study comprised all the students and teachers in all the public junior secondary schools in Oyo State, Nigeria. Multi-stage sampling procedure was used to select seventy-six (76) teachers as well as three hundred and ninety-nine (399) students who constituted the sample size for the study. Two instruments titled ‘Infrastructural Facilities and Teachers Indices’ (IFTI) and ‘Social Studies achievement test (SSAT)’ were developed and used for the study. The instruments were validated. Cronbach Alpha Coefficient and Kuder Richardson were used to establish the reliability coefficient of IFTI and SSAT and the results yielded reliability coefficients r= 0.91 and KR₂₀ = 0.56 respectively. The data collected were analysed using inferential statistics of Multiple Regressions Analysis at 0.05 level of significance. The results indicated among others that the combined influence of infrastructure facilities and teachers’ indices on academic achievement in Social Studies among junior secondary school students was significant at (F= 78.655; P<0.05). The study concluded that years of teaching experience contributes the most to academic achievement followed by gender in Social Studies among junior secondary school students in Oyo State. The study recommended that government should invest more in the provision of certain infrastructural facilities in schools to ensure effective learning of Social Studies.