Abstract:
The study investigated the influence of Senior High School (SHS) History teachers’ qualifications and the availability and accessibility of relevant textbooks on SHS students’ academic achievement in History. It was grounded in the Human Capital Theory. This quantitative study followed the positivist paradigm and employed the cross-sectional survey design. Out of a population of 335 final-year students for the 2022/2023 academic year, a sample of 183 students was selected using Adam (2020) formula. Data was collected using the School Assessment Questionnaire and an achievement test. Descriptive (frequency and percentages) and inferential (Multiple Linear Regression) statistics were used to analyse the data. The study found that a Bachelor’s Degree in a different discipline, an Associate Degree for teaching Junior High School and a ‘C’ Certificate for teaching elementary level are the qualifications of SHS History teachers in Saclepea Education District 1. Additionally, eight (50%) of the relevant History textbooks were available, but six of them were accessible to final-year students. Notably, most (72.2%) of the final-year students failed the SHS History achievement test. The study established that SHS History teachers’ qualifications significantly influenced SHS students’ academic achievement in History. However, neither the availability nor accessibility of relevant SHS History textbooks significantly influence SHS students’ academic achievement in History. The study urged the Ministry of Education and private schools’ administrators to employ professional SHS History teachers and ensure the availability and accessibility of the remaining relevant History textbooks in Saclepea Education District 1. Furthermore, the study encouraged non – governmental organizations to provide the remaining SHS History textbooks, and train SHS History teachers.
