Abstract

This study investigated teacher teaching competence and student study habit as predictors of Economics Achievement in Senior Secondary Schools in Ibadan Metropolis, Nigeria. It was guided by four research questions and the scope covered essentially the SS Two (II) students in the public senior secondary schools in three L.G.A of Ibadan Metropolis. A correlation research design was adopted, while the simple random sampling was used to select 360 respondents. Three validated instruments were used to gather information in this study, namely, Economics Achievement Test (r=), Student's Assessment of Teaching Competency Questionnaire (r=) and Student's Study Habit Questionnaire (r=). Pearson Product Moment Correlation and Multiple regression were used to analyze the data collected at 0.05 level of significance. Findings revealed that students rated the competency of the Economics teachers very high, but the achievements of the students in Economics did not correspond to their teachers' rating. Pearson product moment correlation result showed that study habit (r=-0.134) was significant but teaching competence (r=.023) (was not. None of the components of teachers' teaching competence teachers' competency on instructional delivery (b= -.065), teachers' classroom management ( competencies (soft skills) (b= -.004) and questioning style (b= .018) has a significant relative contribution to students' achievement, but study habit (b= .018) significantly predicted their achievement in Economics. The joint contribution (F = 2, 356 3.319, p<0.05) was significant. Based on the findings it is recommended that teachers of Economics at the secondary school level should avail themselves with evolving new methods of teaching the subject and that regular assignments which emphases quantitative content of Economics should be given to students to engage them more in a bid to improve their ability in the subject.