Calabar Education Zone Research Articles

Financial Incentives And Teachers' Productivity In Public Secondary Schools In Calabar Education Zone, Cross River State, Nigeria

Financial Incentives And Teachers' Productivity In Public Secondary Schools In Calabar Education Zone, Cross River State, Nigeria

Working Mothers Characteristics And Pupils’ Academic Performance In Social Studies In Primary Schools In Calabar Education Zone, Cross River State, Nigeria

Working Mothers Characteristics And Pupils’ Academic Performance In Social Studies In Primary Schools In Calabar Education Zone, Cross River State, Nigeria

Effect Flipped Classroom Method, achievement motivation, self – efficacy and gender on Secondary School Students’ Interest in Physics in Calabar Education Zone, Nigeria

Effect Flipped Classroom Method, achievement motivation, self – efficacy and gender on Secondary School Students’ Interest in Physics in Calabar Education Zone, Nigeria

Impact of 5Es teaching strategy on chemistry students’ academic achievement in electrochemical cell reactions in Calabar, Nigeria

This study aimed to examine the impact of the 5Es (Engagement, Exploration, Explanation, Elaboration, and Evaluation) instructional strategy on secondary school chemistry students' academic achievement in Calabar, Nigeria. A quasi-experimental design was adopted for this study. The population comprised 2,350 Secondary School (SSII) chemistry students drawn from the Calabar Education Zone, Nigeria, from which a sample of 240 students was identified through proportionate stratified random and judgmental sampling techniques. The data was collected through an instrument called ‘’chemistry achievement test’’ (CAT). Two research hypotheses were stated to direct the study. Data obtained were analyzed using the analysis of Covariance and Multiple Classifications Analysis. Results indicated that learners tutored with 5Es instructional strategy enhanced academic achievement more than those tutored using the conventional method. However, students' gender did not make any impact on their achievement when tutored with 5Es instructional strategy and lecture method. It was concluded that the utilization of inquiring and critical thinking skills when students were tutored using the 5ES instructional strategy would be responsible for their high achievement. It was recommended that the introduction of the 5Es instructional strategy should be implemented from the basic primary science to build the younger scientist minds into more creative, goal-oriented, problem-solving individuals.

Teachers’ Utilization of Computer and Internet facilities for Effective Service Delivery in Secondary Schools in Calabar Education Zone; Cross River State, Nigeria

Aim: The main aim of this study is to examine teachers’ utilization of computer and internet facilities on effective service delivery in secondary schools in Calabar Education Zone.
 Study Design: The research design adopted for this study is a survey design to discover schools with the needed Information and Communication Technology (ICT) facilities and to seek the opinion of the respondent on utilization of computer and internet facilities for effective service delivery in government secondary schools.
 Area of the Study: This study was carried out in Calabar educational zone. The zone under research has seven (7) Local Government Area namely; Calabar south, Akpabuyo, Municipality, Akamkpa, Bakassi, Odukpani and Biase. The zone has eighty-one (81) secondary schools. The geographical locations of the study area are described as follows. The area share common boundary with Akwa Ibom State with the latitude of 5°4'52.46"N and a longitude of 8°20'59.7"E, Cameroon with latitude 4° 5' and 5° 40' and longitude 8° 25' and 8° 32 East. It lies within the vegetation belt of southern Nigeria and shares the Atlantic coastline with Bakassi to the East and the Republic of Cameroon to the West. Central Senatorial district of Cross River State with latitude of 5019’8.32”N and a longitude of 8020’59.7”E and Guinea the peninsula lies between latitudes 4°25′ and 5°10′N and longitudes 8°20′ and 9°08′E. It consists of a number of low-lying, largely mangrove covered islands covering an area of 665 km² (257 sq mi). 
 Methodology: the instrument used in this study to enable data collection is ‘Teachers’ utilization of computer and internet facilities for effective service delivery questionnaire (TUCIFESDQ)’. The population of 1,796 teachers and the sample of 914 teachers out of the population are drawn for the study. 50 percent of the teachers in each of the schools in the zone with the expected ICT facilities were selected using simple random sampling for the study making a total of 914 teaching staff. Out of 914 copies of questionnaire distributed only 879 copies were return and used for the data analysis. Simple percentages, bar graph and One – way analysis of variance is used for the data analysis.
 Results: The result shows that there is a significant influence of teachers’ utilization of computer and internet facilities on service delivery in secondary school. This implies that 51.39% and 17.69% of teachers’ level of utilization of computers and internet in lesson delivery is low.
 Conclusion: Giving the outcome of this study, it is therefore concluded that utilization of ICT facilities such as; computers and internet will improve teachers’ effectiveness on service delivery and prepare students for a role in an information age.

Emotional Intelligence And Mathematics Achievement Of Underachieving High Ability Senior Secondary School Students: A Perspective Of Inclusivity In Regular Secondary Schools In Calabar Education Zone, Cross River State, Nigeria

Some high ability students who show great mathematics potentials fails to perform at a level commensurate with their abilities in mathematics. Most of them lack self-efficiency, goal directedness or self-regulation skills which has resulted to poor performance in Mathematics The dwindling performance in Mathematics in both internal and external examinations among high ability students in Nigeria are not because they do not have the intellect but because of prevailing factors of emotional intelligence which influence their performance in schools. The main purpose of the study is to examined the relationship between emotional intelligent and Mathematics achievement of high ability students in Calabar Education Zone of Cross River State, Nigeria. This study adopted correlational survey design which determined emotional intelligence (wellbeing, self control and sociability) as relate to Mathematics achievement of high ability students in Calabar Education Zone of Cross River State, Nigeria. It was guided by three research questions and three null hypotheses. A sample of 400 Senior Secondary II students was selected from public schools using the stratified random sampling technique, school record, and teachers’ nomination checklist. Two instruments, emotional intelligence Questionnaire (EIQ) and Mathematics Achievement Test (MAT), were used for data collection. The reliability of the questionnaire, established using Cronbach Alpha with a coefficient of 81 and .84 while the reliability estimate of the high ability Students’ MAT was established through Kuder Richardson formula K-R20 which yielded .83. The hypotheses were tested using Pearson product Moment Correlation Coefficient at .05 level of significance. The findings of the study revealed that wellbeing, self control, sociability significantly relate with mathematics achievement of underachieving high ability senior secondary school students. Based on the findings of this study, it was recommended amongst others that the attributes of emotional intelligence should be taken into consideration during planning of educational curriculum so as to enrich the current Mathematics curriculum and enhance high ability students’ performance in the subject.
 

Adoption of artificial intelligence in science teaching: From the vantage point of the African science teachers

This study investigated the factors influencing science teachers' 'Artificial Intelligence' (AI) utilization by using the 'Technology Acceptance Model' (TAM). The factors investigated alongside TAM variables were teachers' data like; age, sex, and residence type. TAM items that were correlated in this study included; self-esteem, stress and anxiousness, ease of utilization, behavioural intention, attitude towards AI usage, and expected benefits. The population of this study comprised all science teachers (170) in the Calabar Education Zone of Cross River State, Nigeria. The sample was made up of 79 science teachers comprising (58.22%) 46 females and (41.77%) 33 males. The descriptive and analytical research design was used in this study. A questionnaire named ' Approval of Artificial Intelligence: The Teachers' Eye' Questionnaire (AAITEQ) was used for the study. This study raised 3 research questions. The reliability for AAITEQ was from 0.72 to 0.81 using Cronbach's alpha. Findings indicated that the approval for the utilization of AI was high with an overall mean score of 3.00. The highest predicting value for behaviour intent using TAM variables was the ease of usage r = .789. Science teachers' sex (t, 77 = 1.988; p = .060, (p ˃ .05), age F (2, 76) = .547; p = .581 (p ˃ .05) and teachers' residence location (t, .77 = .533; p = − .062 (p ˃ .05) did not influence the behaviour of science teachers' intention of the utilization of AI. It was recommended that both in-service and pre-service teachers be trained on the utilization of AI.

School-based income generation activities and secondary school goal attainment: implication for quality assurance in calabar education zone of cross river state, nigeria

This study aimed at determining the relationship between school-based income generation activities and secondary school goal attainment for national development in Calabar Education zone. Two null hypotheses were stated to guide the study. Correlation design was used for the study. The population of the study consists of seventy five school principals in Calabar education zone. Purposive sampling technique was used for the study. Questionnaire titled “School-Based Income Generation Activities and School Goal Attainment (SBIGASGAQ)” was used for data collection. A reliability estimate of .71 and .67 was obtained using test re-test method. Pearson product moment correlation statistics was used for data analysis. The result of the findings revealed that there is a significant relationship between school agricultural based activities and serviced based activities with school goal attainment. Summary and conclusion were drawn in line with the result of the findings. It was recommended that school principals should venture in more lucrative and enterprising ventures which will serve the needs of the community e.g. dormitory, school halls and good football field for sport as this will go a long way to enhance school goal attainment.

Teachers’ Effectiveness on Information and Communication Technology (ICT) Utilization in Secondary Schools: Calabar Education Zone

There are problems with teachers’ effectiveness as a result of improper utilization of ICT facilities in teaching and learning process. This research is to examine teachers’ effectiveness on the use of information and communication technology (ICT) facilities in secondary schools, Calabar education zone. Specifically, this research sought to find the influence of overhead projector and digital versatile disk facilities on teachers’ effectiveness in government secondary schools. Related literature and some empirical studies were reviewed. Two research questions and two hypotheses were formulated which guided this research work. Four Likert rating scales made up of 16 structured questionnaire items used in generating data for the study, while the instrument was face validated by three experts. The population of 1,831 respondents with the sample size of 886 teachers and a survey design technique were employed. Data collected was analyzed using the simple percentages and bar charts for the research questions and analysis of variance (ANOVA) was used to test the hypotheses formulated. The finding revealed that overhead1 projectors and digital versatile disk families were found fairly utilized in teaching and learning process and they significantly influences teachers’ effectiveness in secondary schools. It is recommended that digital versatile disk should be made available in government secondary schools and overhead projectors should be installed. Also, teachers and students should be trained on the use of the ICT facilities in order to use them for teachers' effectiveness.

Modern teaching strategies and mathematics academic achievement among junior secondary school students in post– covid–19 era in calabar education zone, cross river state, nigeria.

This study assess modern teaching strategies and mathematics academic achievement among junior secondary school students in post– covid–19 era in Calabar education zone, Cross River State, Nigeria. Three research questions and hypotheses were formulated to provide focus and to direct the study. The design of this study is quasi-experiment design involving pre-test-post-test. The sampling technique adopted in the study was a simple random sampling technique. The sample comprised of 90 Junior Secondary School III Mathematics Students. Two instruments were used for data collection; the first involved the design of one instructional package on modern teaching strategies and the second instrument was a Mathematics Achievement Test (MAT). The experimental group was taught using modern teaching strategies while the control group was taught using the conventional teaching method. The data obtained were analysed using analysis of covariance (ANCOVA). The result revealed that students taught with innovative teaching strategies, modern technologies and using of mother tongue outperformed those taught using the conventional teaching method. It was recommended that school administrators and government should organize workshops to introduce teachers to modern teaching strategies using innovative teaching, modern technology and using of mother tongue to enhance learning. Efforts should be made to provide well-equipped mathematics laboratory to junior secondary schools to support these modern teaching approaches.

School location and levels of teaching effectiveness of mathematics teachers in terms of knowledge of subject matter and effective classroom communication in calabar education zone of cross river state, nigeria

This study examined school location and the levels of teaching effectiveness of Mathematics teachers in terms of knowledge of subject matter and effective classroom communication in Calabar Education Zone of Cross River State, Nigeria. To achieve the purpose of this study, one hypothesis was formulated to guide the study. Literature related to the variables under this study were reviewed accordingly. Survey research design was adopted for the study. The census sampling technique was adopted for the study. A sample of 201 teachers were randomly selected for the study. The questionnaire was the main instrument used for data collection. To test the hypotheses independent t-test and population t-test analysis statistical technique were adopted. The .05 level of significance was used for the statistical testing of the hypotheses. The result of the analysis revealed that, school location significantly influence teaching effectiveness of Mathematics teachers in terms of knowledge of subject matter and effective classroom communication. The result also revealed that the levels of teaching effectiveness of Mathematics teachers in terms of knowledge of subject matter and effective classroom communication in Calabar Education Zone of Cross River State are significantly high. Based on the findings of the study, it was recommended that teachers should use chalk that will give a sharp contrast and easy to the students’ view, the teacher should write boldly and legibly. The teacher should face the students while explaining steps involved in calculation in mathematics, teachers should avoid blocking the students’ view of the board while writing. Also, government should not relent in the effort in sustaining best school plant planning in schools.

Competence evaluation by public secondary school teachers: a panacea for students improved performance in calabar zone, nigeria

The study examined teachers’ competence in evaluating students’ learning outputs. It was a descriptive survey design whose area of coverage was 2021/2022 school year in public secondary schools across Calabar Education Zone of Cross River State, Nigeria. Four out of seven Local Government Areas, 20 out of 100 secondary schools and 496 out of 1,502 teachers (evaluators) formed the sample of the study. Each teacher had one student to examine on; punctuality, obedience, self-control and honesty (Affective Domains); the evaluation methods considered were formative and summative evaluation. The sampling methods adopted were purposive, simple random and systematic sampling methods. Two sets of questionnaire were used for data collection in addition to students’ result sheets (first term junior secondary school two (JSS 2) and teaching staff disposition (teachers’ register). The two sets of questionnaire were Teachers’ Competence Evaluation Questionnaire (TCEQ) and Teachers’ Score on Students’ Affective Domain Questionnaire (TSSADQ). The questionnaire instruments were validated by experts in different areas of research affected. The results obtained from the test-retest pilot study were correlated using Pearson Product Moment Correlation to obtain the internal consistency of the measures whose coefficient was 0.76. Data collected were analyzed using contingency chi-square technique to test the formulated null hypotheses. It was found that evaluation methods influence students’ learning outputs and that the quality of teacher competence evaluation also influence students’ affective domain. It was recommended that teachers should intermittently evaluate students learning in the course of instruction and not forgetting the final evaluation. Also, teachers should improve their evaluation strategies by making learning a life-long affair.

The Theoretical and Empirical Equivalence of Cronbach Alpha and Kuder-Richardson Formular-20 Reliability Coefficients

Reliability as one the psychometric properties of a research and measurement instrument is very desirable in research, under the classical test theory(CTT). One group of such reliability measures is that of internal consistency of a scale. Cronbach Alpha and KuderRichardson formula 20 are measures of internal consistencies. In many texts, authorities specify that Kuder-Richardson formula 20 should be applied when test items are dichotomously scored while Cronbach Alpha should be applied when test items are not scored dichotomously. These guide lines are religiously adhered to by both researchers and measurement practitioners. Both reliability estimates are recognized as valid measures of internal constituency. In research, an informed choice has to be made about which one to apply, particularly, when only one of them has to be applied. These guidelines are seen as conditions that validate the use of each of them. These specifications are erroneously interpreted. A score is a score whether dichotomous or not. This paper examined both the theoretical and empirical equivalence of these two estimates, for tests of the same length and for varying test lengths. To demonstrate the empirical equivalence of Cronbach Alpha and KR-20, 65 biology achievement tests of the same length (40 items), were administered on 65 samples of senior secondary two students, consisting of 60 students selected from 36 public secondary schools, in Calabar Education zone of Cross River State, Nigeria. Both the Cronbach Alpha and KR-20 were estimated for each test and for the 65 samples. Another test of 100 items adapted from the 2018 and 2019 WAEC-SSCE English Language objective test, was administered on a sample of 300 students. Both reliability measures were estimated for varied lengths of the test, by randomly removing five(5)items at a time. This resulted in 19 sub-tests. The resulting reliability coefficients were compared using the related sample t-test while repeated measures ANOVA was used to compare the reliability coefficients under the influence test length, measured in terms of number of items. The results showed that there is significant difference between Cronbach Alpha and KR-20(t=4.022, p=.000). The correlation between KR-20 and Cronbach alpha is positive and highly significant(r=.944& .999, p=.000). Test length has significant influence on the difference between KR-20 and Cronbach alpha reliability estimates (F=1372.074, p=.000). The implications of these results for tests developers and users are discussed.

Mathematics symbol instruction and senior secondary students’ achievement in word problems: A quasi-experimental study

An assessment of the possible effect of mathematics symbol instruction on achievement in word problems was the main thrust of the study. Two null hypotheses were tested in the study.<b> </b>The non-equivalent group pre-test-post-test quasi-experimental research design was adopted. The multistage sampling technique was used to select a sample of 387 participants from 6,740 senior secondary class one students in the 81 government-owned coeducational secondary schools in Calabar education zone of Cross River State. The treatment class was exposed to mathematics symbol instructional strategy for solving word problems while the control class was exposed to regular word problem teaching, otherwise called the conventional method. “Students mathematics achievement test” was the instrument used for data collection after validation by experts. The reliability coefficient of 0.90 was determined using the Kuder-Richarson 20 formula. Primary data were obtained after informed consent from the participants. The null hypotheses were all tested at the .05 alpha level using the analysis of covariance. Findings revealed a significant effect of the mathematics symbol instructional strategy on students’ word problem achievement in secondary schools. Male students perform significantly better in word problems than their female counterparts when taught using the mathematics symbol instruction. These findings discussed fundamental theoretical, practical, and research implications. It was recommended, among other things, that mathematics teachers concentrate on demystifying the abstraction in mathematics by deliberately adopting mathematics symbol instructional strategy in interpreting mathematical statements and sentences into their symbolic notations before engaging in their computation.

Staff development policies cum funding as determinants of principal’s management efficiency in public secondary schools in Calabar zone of cross river state, Nigeria

The study aimed to examine Staff Development Policies cum Funding as determinants of Principals' Management Efficiency in public secondary schools in Calabar Zone of Cross River State, Nigeria. Two objectives, research questions, and hypotheses were formulated to guide the study and the study adopted the descriptive survey research design. The population of the study comprised all the five hundred and two (502) principals in public schools in Calabar education zone of Cross River State, Nigeria. To select the required respondents for the study, stratified random sampling techniques were used and the study utilize the Taro Yamane sample size determination to select a sample of 251 (10%) from the population as a sample. A researcher developed an instrument entitled "Staff Development Policies cum Funding and Principals Management Efficiency Questionnaire (SDPFPMEQ). The researcher developed an instrument that was validated by three (3) experts, one (1) in Measurement and Evaluation and two (2) in Educational Management. The reliability of the instrument was estimated with Cronbach Alpha reliability and the index ranges from .93 and .98, implying that the instrument was valid for data collection. The data were analysed with simple regression analysis and the findings revealed that; staff development policy, as well as the funding system, significantly predict Principals' Management Efficiency. It was recommended among others that adequate funds should be provided for the proper management of the departments.

Mapping SS1-3 chemistry teachers’ interest, self-efficacy, and literacy in teaching for creativity using simulation

The purpose of this article was to analyze chemistry teachers’ interest, literacy, self-efficacy, teamwork, and creativity in the use of simulation teaching of concepts in chemistry to enhance students’ creativity skills. A descriptive and exploratory quantitative design was used in the study. The study used 150 serving chemistry teachers from the Calabar education zone public education system. A 29-item questionnaire was employed to gather data from respondents. Independentt-test, regression, and a 2-way analysis of variance were used for data analysis. Results obtained indicated high levels of teachers’ interest, literacy, self-efficacy, and teamwork in the utilization of simulation strategy in teaching chemistry concepts. Results of a 2-way analysis indicated that teachers’ age and years of experience influence teachers’ self-efficacy, teamwork, and creativity. It was recommended among others that serving teachers’ interest in the use of simulation is encouraged to support their learners’ instructional activities in a simulated classroom.

Guessing Parameters and Multiple-Choice Test Items of 2016 - 2017 National Examination Council (NECO) Mathematics Examination Instruments in Calabar Education Zone of Cross River State

This study this study therefore examines guessing parameters and 2016 and 2017 NECO Mathematics multiple choice test items in Calabar education zone. The research objectives specifically compared the guessing parameter of the 2016 and 2017 NECO Mathematics multiple-choice test items; and also, compared the measurement theories and year of examination on reliability coefficient of 2016 and 2017 NECO Mathematics multiple-choice test items in Calabar education zone, Cross River State. To guide the study two research questions and hypotheses were further formulated and tested at 0.05 level of significance. The instrumentation research design was adopted for the study. One thousand three hundred and fifty-one (1,351) students were selected using the stratified random sampling procedure. Two instruments, namely the 2016 and 2017 NECO mathematics multiple choice tests were used for data collection. Using ANOVA and correlated t-test to analyze data collected from the field, the result reveals that guessing parameter and reliability indices of the 2016 and 2017 NECO mathematics multiple choice tests were significantly different. It was concluded that guessing parameters differed significantly with the years of study and also, there was a significant influence of measurement theory and year of test on item reliability on NECO mathematics examination papers significant difference exists between psychometric properties using the different measurement theories. Based on these findings, it was recommended that NECO should use the item response theory (IRT) in assessment for its relative merit over the CTT.

The Influence of Teachers Agreeableness and Openness to Experience on Secondary School Students’ English Language Academic Achievement in Ogoja Education Zone of Cross River State, Nigeria

Purpose: The study sought to determine the extent to which teacher’s agreeableness and teachers’ openness to experience influence secondary school students’ English language academic achievement in Ogoja education zone of Cross River State, Nigeria. To carry out this study, two null hypotheses were formulated derived from the two research questions that were posed to guide the study.
 Methodology: The research design adopted for the study was ex-post facto design. The stratified random sampling technique was used to select 800 out of 7,196 SS 1&2 students who participated in the study. A pilot trial test of the research instrument titled teacher’s personality traits questionnaire (TPTQ) was administered to 50 SS 1&2 students in Calabar education zone. The analysis of the questionnaire yielded reliability coefficients ranging from .703 to .782 while that of the achievement test was .778. The data obtained were coded and analysed with the two (2) null hypotheses tested at .05 level of significance using simple linear regression.
 Results: The results showed that Teacher’s agreeableness does positively and significantly influence secondary school student’s English language academic achievement. It also revealed that there is a significant positive influence of teachers’ openness to experience on secondary school student’s English language academic achievement in Ogoja Education Zone of Cross River State, Nigeria.
 Unique Contribution to Theory, Policy and Practices: It was therefore recommended that teachers should expound their commitment by building caring relationships with students such that will make them approachable. It was equally recommended also that English teachers should be friendly and disposed at any time to meet the needs of the students academically.

The Influence of Parental Occupation and Parental Marital Status on Perception of HIV/AIDS Pandemic among Secondary School Students in Calabar Education Zone, Cross River State, Nigeria

The aim of this study was to determine the degree to which parental occupation and marital status of parents influence perception of HIV/AIDS pandemic among secondary school students in Calabar Education Zone. Ever since the advent of HIV/AIDS, several attempts and campaigns have been made by international bodies, agencies, the government, etc., to curtail and subdue the effect of the deadly disease. This attempt has made many to know the magnitude of danger the virus possesses to human life. However, in spite of these attempts, some students find it difficult to acknowledge and believe that HIV/AIDS exist. Perception of HIV/AIDS in this context, refers to the awareness students has about causes, mode of transmission, prevention, and treatment, especially intuitively on HIV/AIDS. The main purpose of this study was to determine the influence of parental occupation and marital status of parents on perception of HIV/AIDS pandemic among secondary school students in Calabar Education Zone. The population of this study was made up of all the SS1, 2, and 3 Students and 1,200 students selected randomly as the sample for this study. Data was collected using was a facts finding questionnaire titled family variables and students perception of HIV/AIDS’ (FVSPA). Major findings after analysis were thus; parental occupation has significant influence on students’ perception of HIV/AIDs. Parental marital status has significant influence on students’ perception of HIV/AIDs. It was recommended that Parents should, against all odds carve out time daily or weekly to have an interactive session with their children in order to address the myths surrounding not just HIV/AIDs, but other relevant health issues. Parents should also create a conducive environment for their children to thrive and not complicate issues by living in chaos which can predispose the children to a host of negative thinking and perceptions.

Demographic factors and teachers’ effectiveness among secondary school teachers in calabar education zone cross river state, nigeria

The article aims to discuss teaching effectiveness in relation to teacher demographic factors like teachers’ age and teachers’ gender among Secondary School teachers in Calabar Education Zone of Cross River State, Nigeria. To achieve this aim, two hypotheses were stated and tested. These variables have important role to evaluate teachers’ effectiveness as scholarly proven through literatures. The descriptive survey design was adopted for use. The sample consist of one hundred and sixty-four (164) teachers and three hundred and twenty-eight (328) student from the Calabar Education Zone. Teachers’ Demographic Factors Questionnaire (TDFQ) and Teaching Effectiveness Questionnaire (TEQ) were developed by the researcher and validated by experts in Sociology of Education and Test/Measurement. The descriptive statistics, one-way analysis of variance, a post-hoc scheffe & independent t-test were used.
 The result revealed that teachers’ age and gender significantly influence teaching effectiveness. Based on the findings, it is recommended among others that Government should see teachers age as an asset thereby put in more resources to train them so that they will be of benefit to the students and the society at large.