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Abstract

This study investigated on the relationship between teacher’s knowledge of subject ‎matter and students’ academic achievements in economics in senior secondary schools ‎in Adamawa state, Nigeria. The study was set to achieve certain an objectives, research ‎questions and hypotheses, the researcher adopted this study will adopt a descriptive ‎survey design; the area of the study is Adamawa State. The population of the study is ‎‎5465 comprising of 337 principals 5128 teachers in all the public secondary schools ‎within the five education zones of Adamawa state. The sample size of 73 principals and ‎‎372 teachers’ in both selected zone is determined by Taro Yamane formula for finite ‎population from the selected zones. The instrument was questionnaire on teacher’s ‎knowledge of subject matter and a profroma for student academic achievement results ‎from selected schools from 2015-2018 WASSCE that is WAEC results. The instrument ‎was validated by four Senor Lecturers. A reliability coefficient of 0.83 was obtained ‎using Cronbach Alpha Method. The data was collected through the administration of ‎the questionnaires. The descriptive statistics such as mean and standard deviation was ‎used to answer the research questions. While inferential statistics such as multiple ‎correlations were used to test the null hypothesis. The hypothesis was tested at 0.05 ‎level of significance. the result of the finding revealed that hypothesis tested at 0.05 ‎level of significance was rejected and it was concluded that teachers’ knowledge of the ‎subject matter contribute to secondary school students’ academic achievement in senior ‎secondary schools in Adamawa state‎‎‎‎‎‎‎.