Abstract

The study investigated the extent to which teachers qualification and subject mastery could predict students achievement in English language among senior secondary students in Ibarapa Division of Oyo state The study adopted a descriptive research design of survey type to provide answers to four research questions The study covered twenty 20 senior secondary schools randomly sampled In each of the schools a total number of fifty 50 senior secondary II students were selected to participate in the study making a total of one thousand 1000 S S II students in all All the S S II English language teachers in the selected schools also participated in the study Subject Mastery r 74 Questionnaire and English Language Achievement Test r 72 were used in data collection Data collected were analyzed using frequency counts and simple percentage Multiple regression analysis was also used for data analysis All research questions were answered at 0 05 level of significance The findings of this study showed that Teachers teaching qualification has a significant relative contribution to students academic achievement in English language 0 192 t 5 756 P 0 05 Teachers knowledge of subject mastery has significant relative contribution to academic achievement of students in English language 0 116 t 4 923 p 0 05 The joint contributions of teachers qualification and teachers subject mastery to student s achievement in English is significant F 1 1252 10 105 P 0 05 The two variables in this study Teachers teaching qualification 0 192 t 5 756 P 0 05 and teachers subject mastery 0 116 t 4 923 p 0 05 can predict student academic achievement in English language Based on these findings it is recommended that Government should organize seminars workshops to foster teachers mastery of the subject Government should also make sure that teachers employed possess the necessary teaching qua