TEACHERS' VARIABLES AND STUDENTS' PERFORMANCE IN ENGLISH LANGUAGE GRAMMAR IN CALABAR METROPOLIS, CROSS RIVER STATE, NIGERIA

This study examined the influence of teachers’ variables on students’ performance in English Language grammar in Calabar Metropolis, Cross River State, Nigeria. The persistent decline in English proficiency, as reflected in Basic Education Certificate Examination (BECE) results over recent years, underscores the urgent need to investigate teacher-related factors that affect students’ outcomes in grammar. Four research questions were raised and converted into four null hypotheses to guide the study. Relevant literature relating to teachers’ classroom management, teaching methods, instructional resources, and time management was reviewed to provide theoretical and empirical foundations for the study. A mixedmethod research design was adopted, and a total sample of over three hundred (300) Junior Secondary School students from selected schools in Calabar Metropolis formed the study population. Data were collected using a structured questionnaire titled Teachers’ Variables and Students’ Performance Test in English Language Grammar. The quantitative data were analyzed using simple linear regression to test the hypotheses, while qualitative insights were used to complement the findings. The analysis revealed that teachers’ classroom management, teaching methods, utilization of instructional resources, and time management individually and significantly influenced students’ performance in English Language grammar. The study concluded that teachers’ variables are key predictors of students’ academic performance in English and should not be overlooked in curriculum implementation. Consequently, the study recommended that teachers should undergo regular training and workshops on classroom management, innovative instructional strategies, effective use of teaching resources, and time management techniques to enhance students’ mastery of English Language grammar.