Impact of Teachers’ Teaching Skills on Addicted Psychoactive Substance Students’ Learning Outcomes among Junior Secondary Schools in Ekiti State, Nigeria

Abstract

This study investigated the impact of teachers’ teaching skills on psychoactive substances addicted Basic Science students’ learning outcomes in junior secondary schools in Ekiti State, Nigeria. The research procedure involves descriptive research of survey type. Participants were 120 Basic Science students and 40 teachers who were randomly selected across four Local Government areas in Ekiti State. Two instruments were used for data collection. The first was a 25-item questionnaire titled” Impact of Basic Science teachers’ teaching skills (BSTSQ) and the second instrument was also a 25 structured questionnaire titled Students’ Attitudinal Questionnaire (SAQ). The reliability of the instruments was determined through test and re-test method, which yielded a correlation co-efficient of 0.88 and 0.87, respectively, at 0.05 level of significance. Mean and Ranking Order and Multiple Regression analysis were used to analyze the data. Descriptive statistics, such as frequency count, percentages, means, graphs and standard deviation were used to analyze the data. The results revealed that the impact of psychoactive substances on Basic Science students among junior secondary school students was negative.