Improving Students’ Academic Achievements in Secondary Schools Economics Classes: The Role of Demographic Characteristics and Teachers’ Knowledge

Abstract

One of the most important aspects in the teaching learning process that can be controlled by the classroom teacher is the quality of instruction. This study aimed at examining the extent to which teachers’ and students’ characteristics as well as teachers’ pedagogic content knowledge boost students’ academic achievement. The study was carried out at seven (07) economics classes in Cameroonian secondary schools. The survey research design was applied in the study. A total of four hundred and forty four (444) secondary school students and thirty three (33) teachers from the North West Region participated in this study. Questionnaires were used for data collection. Data were analyzed using descriptive statistical technique. The findings reveal that to a greater extent teachers’ and students’ characteristics as well as teachers’ pedagogic content knowledge enhance students’ academic achievement in economics classes in Mezam Division. This study therefore puts forward a policy approach called valuable teaching and learning (for teachers and students) for improving on knowledge, competence and attitudes towards economics.

Keywords: Students’ academic achievements, teachers’ characteristics, students’ characteristics, teachers’ pedagogic content knowledge, Cameroon

DOI: 10.7176/JEP/11-32-14

Publication date: November 30^th 2020