Teacher Factors as Predictors of Students’ Achievement in English Language in Ibadan Southwest Local Government Area, Oyo State, Nigeria

Résumé

English Language is a compulsory subject at all levels of education and a prerequisite for
admission into higher institutions in Nigeria. However, students’ achievement in the subject is poor.
This underachievement has been attributed to some teacher factors, (attitude towards English
teaching, teaching experience, teacher’s content knowledge and text utilization). Previous studies
focused largely on univariate influence of these factors without consideration of their composite and
relative contribution to students’ achievement. This study adopted a descriptive research survey
design. Four research questions were raised and ten randomly selected public senior secondary school
two students in Ibadan Southwest Local Government Area and two instruments were used to collect
data. Data were analyzed using descriptive statistics and multiple regression at 0.05 level of
significance. Findings revealed a significant relationship between teacher factors and students’
achievement in English Language (R2 = 0.616, F (4, 19) =0.431, p0.037). There were relative effects of
the factors on students’ achievement- teacher attitude (R2 = 0.808, F (4, 19) =0.242, p0.002), teaching
experience (R2=0.536, F (4, 19) = 1.492, p0.031), teacher’s content knowledge (R2 = 0.801, F (4, 19) =
1.335, p 0.041) and text utilization (R2 = 0.594, F (4, 19) = 0.209, p0.023) Teacher attitude was
considered the factor that predicts students’ achievement in English most. It is recommended that
instructional materials should be provided for English Language teachers, they should be sponsored
to workshops, seminars and conferences and their salaries should be paid promptly in order to
improve on their attitude, content knowledge and text utilization.