Christian Religious Studies Teachers' Qualification and Academic Performance of Secondary Schools Students in Uyo Local Government Area, Akwa Ibom State

Abstract The purpose of this study is to investigate the influence of Christian religious studies teachers’ qualification and academic performance of public secondary school students in Uyo Local Government Area, Akwa Ibom State. Three specific objectives and three research questions were postulated for the study. Literature were also reviewed, the vital area of the empirical review was to recognize the area that needs research focus, and the gap that this study helps to fill. The research design adopted for the study was ex-post facto research design. The study was conducted in University of Uyo, Akwa Ibom State. The population and sample size for this study was 48 respondents. The researcher developed a structured questionnaire titled “Christian Religious Studies Teachers’ Experience on Students’ Academic Performance Questionnaire” (CRSTESAPQ)”, this was used as the instrument for data collection. The instrument was validated in two stages. First, it was sent to the supervisors for vetting and latter forwarded to two experts in the test and measurement, in University of Uyo for assessing the content and face validity of the instrument. The researcher adopted Cronbach Alpha reliability statistic to determine the reliability of the instrument. Data generated was analyzed using Mean, Standard Deviation and Dependent t-test. The study found out that there is significant influence of teachers’ experience, teachers’ class room management and teachers’ teaching methods on students’ academic performance in public secondary schools in Uyo Local Government Area of Akwa Ibom state. The study concluded by recommending that teachers should identify and use appropriate motivation as a key factor influencing students’ behavior and achievement by transmitting the required knowledge and skills to inspire their students to greater height in academics.