EFFECTS OF MULTIVARIATE TEACHING VARIABLES ON THE ACADEMIC PERFORMANCE OF NCE SOCIAL STUDIES STUDENTS

 This study was set to determine the effects of multivariate teaching variables on the academic performance of Social Studies students’ in Colleges of Education in North-West geo-political zone, Nigeria. The population of the study is 1,502 respondents. The composition of the population included 123 of the Social Studies teachers in the Colleges of Education and 1,379 Social Studies NCE III students from the nine conventional Colleges of Education in North-West geo-political zone, Nigeria. Due to the size of the population, the researcher sampled 45 Social Studies lecturers and 306 students. Six research questions and six hypotheses were raised for the purpose of achieving the objectives of the study. Structured and unstructured type of questionnaires were administered to teachers and students. The data collected were analysed with the use of Pearson Product Moment Correlation (PPMC).

The results showed that all the six hypotheses were rejected because the investigation revealed that significant relationship existed between students’ academic performance in Social Studies and all the multivariate variables. The study also revealed that if concerted attention is paid to the full utilization of the multivariate variables in the teaching and learning process in Social Studies, they will contribute significantly to students’ academic performance. It is, therefore recommended that most Social Studies teachers and students should be re-educated in the task of full utilization of the multivariate variables in the teaching and learning of Social Studies at Colleges of Education. In addition, government should also at the Federal level increase her funding of Tertiary Education Trust Fund (TETFUND) in the provision of infrastructure and teaching resources to the Colleges.

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