NJSWE Paper

The study investigated teacher instructional quality and evaluation procedures as correlates of students‟ learning outcomes in secondary schools in Southwestern Nigeria. The focus of most previous studies was on cognitive learning outcomes whereas this study proceeded beyond cognitive learning outcomes to non-cognitive learning outcomes (affective domain) in English language and Mathematics. The descriptive survey research design of ex-post type was used for the study. Multi stage probability proportionate to size, simple stratified, purposive sampling techniques were used to sample 342 teachers of 5,688 and 3420 students of 366,998. Three research questions were raised and one hypothesis generated and tested at 0.05 level of significance. The findings revealed high level of students‟ perception of teachers’ instructional quality with the weighted means of 3.36 and 3.24 and evaluation procedures with weighted means of 3.32 and 3.30 for English language and General Mathematics respectively. The result of the study also indicated significant relationship between teachers’ instructional quality (r=0.076; p<0.05 & r=0.77; p<0.05); Evaluation procedures (r=-0.216; p<0.05 & r=0.047; p<0.05) for English language and General Mathematics respectively and students‟ academic achievement. It was recommended that efforts should be made by government to ensure that teachers‟ promotion, leave bonus and annual increment are duly paid from time to time. The school managers should encourage the use of innovative teaching methodologies and teachers‟ discretion in selecting the appropriate ones for their lessons should be encouraged.