This study was carried out to investigates teachers’ perceptions of curriculum objectives and students’ learning experiences as correlates of students’ achievement in English Studies. Four research instruments were used namely, Teachers Perception of English Studies Curriculum Objectives Questionnaire (r=0.81), Student Learning Experience Questionnaire (r=0.76) and Students’ Achievement Test in English Studies (r=0.78). In Ibadan North East Local Government Area, ten junior secondary schools were randomly selected and 20 students were selected from each school making a total of 200 students. Two teachers were randomly selected from each of the ten schools. In all, 200 students and 20 teachers participated in the study. Data were analysed using Pearson product moment correlation and multiple regressions at 0.05 level of significance. The joint contribution of the two independent variables to the dependent variable was significant (R = .299 and a multiple R2 of .089). This accounted for 8.9% of the variance. And also, each of the three-independent variance contributed relatively to the dependent variable. Based on the findings, Teachers of English studies should improve on their teaching techniques and strategies work on their relationship with the students and the government should provide better equipment and in-service training for the teacher for better achievement.
Jonathan O. Adedigba and Bosede Fakeye. Teacher Perception of Curriculum Objectives and Learning Experiences as Correlates of Achievement in English Studies among Junior Secondary Students in Ibadan , Nigeria. International Journal of Arts and Social Sciences Education, 5 (2), 1-10.