ABSTRACT

study examined Teachers Instructional Practices as Correlate to Students' Interest and Achievement in Economics in South East, Nigeria. The researcher stated ten specific objectives upon which ten research questions were asked and ten hypotheses formulated. A correlational survey research design was employed for the study. The population of the study was made of 174,359. SS2 Students from 1334 Public Senior Secondary Schools in South East, Nigeria. The sample size for this study comprised 399 SS2 Economics students from public secondary schools in sampled area of the study. Purposive and proportionate sampling techniques were used for the study. The instruments for data collection were two sets of rating scale and an achievement test. The rating scales were titled "Economics Teachers' Instructional Practices Scale" (ETIPS), "Economics Students' Interest Scale" (ESIS) and "Economics Achievement Test "(EAT). The instruments were validated by three specialists: two from Economics Education, Department of Educational Management and one from Measurement and Evaluation, Department of Science Education, Michael Okpara University of Agriculture Umudike. Cronbach alpha was used to determine the reliability of ETIPS and ESIS which were 0.83 and 0.82 respectively while the Kuder Richardson 20 formular was used to establish the internal consistency of the Economics Achievement Test which yielded a reliability coefficient of 0.81. Pearson Product Moment Correlation Coefficient was used to answer the research questions while one way ANOVA F-test was used to test the hypotheses at p<0.05 level of significance. Among the findings of the study was that; Teachers' Instructional Practices are highly related to Students' achievement in Economics. Also the dimension of teachers instructional practices significantly predict students' interest in Economics. The study recommended among others that, Educational administrators should assign professionally trained Economics teachers who are rooted in Economics pedagogies to teach Economics in senior secondary schools. Seminars, workshop and other capacity building programmes should be organized to help build Economics teachers professional competencies in instructional delivery.