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Lesson Preparation and Instructional Delivery Skills as Correlates of Teaching Effectiveness in Economics in Public Secondary Schools in Calabar Education Zone: Implications for Sustainability Education

Umaha, Samuel Francis, David Francis Ekpoto, Essien Ekpenyong Essien

Abstract

The purpose of this study was to investigate lesson preparation and instructional delivery skills as correlates of teachers’ teaching effectiveness in economics in public secondary schools in Calabar Education Zone: Implications for Sustainability Education. To achieved the purpose of this study, two null hypotheses were generated to direct the study. A sample of two hundred and twenty-five (225) respondents were randomly selected for the study. The selection was done through the purposive sampling technique. Questionnaire was the instrument used for data collection. The instrument was subjected to face validity by an expert in Economics Education and two experts in measurement and evaluation in the Faculty of Education, University of Calabar. The reliability estimate of the instrument was established through the Cronbach Alpha reliability method. Simple regression analysis was the statistical analysis adopted to test the hypotheses under study at .05 level of significance. The results of the analysis revealed that lesson preparation and instructional delivery skill significantly relate with teachers’ teaching effectiveness. Based on the findings of the study it was recommended that school administration should conduct regular teacher evaluations and feedback given.

Keywords

Lesson PreparationInstructional Delivery SkillTeachers’ Teaching Effectiveness

References

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