Teacher Experience as Determinant of Economics Students' Achievement in Secondary Schools: A Case Study of Okitipupa, Nigeria

Abstract

Using an ex-post facto design, this study examined the influence of teacher experience on Economics students' achievement in 12 public secondary schools in Okitipupa LGA, Ondo State, with 12 teachers and 360 SS II students. Independent-sample t-tests on 2024/2025 examination results showed that students taught by experienced teachers performed significantly better; the effect was pronounced in rural schools while urban schools showed no significant difference. Teacher experience is a critical determinant of academic success in Economics, particularly where resources are limited.