Instructional Quality Assurance Practices and Students’ Academic Performance in Economics in Calabar Education Zone of Cross River State, Nigeria.
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Abstract
The purpose of the study was to find out the relationship between instructional quality assurance practices and students’ academic performance in Economics in Calabar Education Zone of Cross River State, Nigeria. Two hypotheses were posed to guide the study. Ex-post facto design was adopted for this study. The population of this study was all 2,955 SS3 Economics students in the eighty public secondary schools in Calabar Education Zone of Cross River State In order to obtain a representative sample sampling was done the stratified random sampling technique. The sample for the study was 510 teachers determined with the use of Yamane (1969) sample determination formula. To carry out this study, two research instruments were used: Instructional Quality Assurance Practices Questionnaire (IQAPQ) and Economics Academic Performance Test (EAPT). Test (EAPT) were the instruments used for data collection. The instruments were validated by experts in Educational Test and Measurement of University of Calabar in order to ensure its face and content validity. The Cronbach Alpha Reliability Estimate and Richard Kuderson formula 21 were used to determine the internal consistency reliability for Instructional Quality Assurance Practices Questionnaire (IQAPQ) and Economics Academic Performance Test (EAPT) sub-scales respectively. The reliability coefficients obtained ranged from .81 to .89, this has proven that the internal stability of instruments are high and can be used for this study. Out of the 510-questionnaire administered, 500 (98.0%) were retrieved, coded on spread sheet and used for data analysis while 10 (2.0%) were discarded because of wrong filling. The data generated was analyzed with the use of simple linear regression analyses at .05 level of significance. The results showed that: there is significant relationship between planning, evaluation and students’ academic performance in Economics. Based on the findings, it was recommended among others that: Schools and educational institutions should prioritize instructional quality assurance practices in Economics education; Teachers should receive training and support to effectively implement planning and evaluation.
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