IMPACT OF TEACHER’S QUALIFICATION AND INSTRUCTIONAL STRATEGY ON STUDENT ACADEMIC PERFORMANCE IN BUSINESS EDUCATION. A CASE STUDY OF FEDERAL UNIVERSITY LOKOJA, KOGI STATE.

This study investigated the impact of teacher qualifications and instructional strategies on student academic performance in Business Education at Federal University Lokoja, Kogi State, Nigeria. The objectives of the study were to: examine the impact of teacher qualifications and instructional strategies on student academic performance; identify the challenges associated with teacher qualifications and instructional strategies; and determine recommendations for enhancing teacher qualifications and instructional strategies to improve student academic performance. The study adopted a descriptive survey design. The population of the study consisted of 290 undergraduate Business Education students, out of which a stratified random sample of 100 students were selected from 100-level to 400-level. A structured questionnaire was used as the instrument for data collection. The data were analyzed using frequency, percentage, and chi- square statistics. The findings revealed that there is a significant difference between adequate facilities. The study concluded that while qualified teachers and effective strategies positively influence performance, challenges hinder optimal outcomes. It was recommended, among others, that the university provide regular training for teachers, improve access to instructional materials, and encourage student-centered approaches like case studies and simulations.